Geography Unit 8 “Coasts”
INTRODUCTION
This unit comprises two tasks. In Task 1, pupils produce a leaflet about the formation of
coastal landforms in Dorset, while in Task 2 they prepare a report on cliff collapse in north
Norfolk.
Prior learning
Before undertaking Task 1, pupils will need to have been taught:

about coastal landforms and the processes that form them and about the role of rock
type and weathering in landform development (PoS 8c);

to make maps and plans at a variety of scales (PoS 3c);

to use and interpret maps and plans at a variety of scales, including Ordnance Survey
maps (PoS 3d);

to select and use appropriate graphical techniques to present evidence on maps and
diagrams (PoS 3f);

to select and use secondary sources of evidence, including photographs, to inform their
studies (PoS 3g).
Before undertaking Task 2, pupils will need to have been taught:

about the causes and effects of cliff collapse and how people respond to and seek to
control the hazard (PoS 8d);

why some areas are viewed as being of great scenic attraction and how conflicting
demands on the areas can arise (PoS 15a);

how attempts are made to plan and manage such environments and how these can have
unintended effects (PoS 15b).
Assessment objectives
This unit will provide information about pupils’ abilities in three aspects of geographical
knowledge, understanding and skill development identified in the programme of study and
level descriptions:
i.
ii.
iii.
knowledge and understanding of patterns and processes;
knowledge and understanding of environmental relationships and issues;
the ability to undertake geographical enquiry and to use skills.
Task 1 provides opportunities for pupils to:
i.
show knowledge and understanding of:

the relationship between coastal landforms and the processes that form them (PoS 8c);

the role of rock type and weathering in landform development (PoS 8c);
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”

the processes leading to the formation of bays, headlands, caves, arches and stacks
(PoS 8c);

how landscapes offer opportunities for leisure, education and employment (PoS 15a);
ii.
select and make effective use of skills and techniques, namely to:

identify bays, headlands, caves, arches and stacks accurately on maps and photographs
(PoS 3d,g);

make maps and plans at a variety of scales, using symbols, keys and scales (PoS 3c);

use and interpret maps and plans at a variety of scales (PoS 3d);

select and use appropriate graphical techniques to present evidence on maps and
diagrams (PoS 3f).
Task 2 provides opportunities for pupils to show knowledge and understanding of:

the effects of cliff collapse and ways in which people respond to and seek to control this
hazard (PoS 8d);

how attempts are made to plan and manage coastal environments and their effects on
the different users of the areas (PoS 15b).
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Geography Unit 8 “Coasts”
NOTES FOR TEACHERS
The tasks, which are targeted at the levels normally associated with Key Stage 3, are
intended for use as part of normal classroom work. You may, therefore, provide support to
help pupils complete the tasks to the best of their ability. Indeed, contact with pupils while
they are working will also provide information about their attainment. Some of the materials
may need adapting, for example, to match the reading abilities of some pupils. You may
need to consider adding more stimulus material, changing the data, or altering the questions.
Pupils may work in groups to discuss the stimulus material, to draw upon other sources of
knowledge and to begin to formulate their responses. Groups may also give their initial
responses to the rest of the class. This approach may help lower attaining pupils to
understand the material and the more able to go beyond simple answers.
Photocopiable sheets for use by pupils are provided at the end of the booklet. Other
resources, including Ordnance Survey map extracts, are provided as separate sheets.
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Geography Unit 8 “Coasts”
THE TASKS
TASK 1:
DORSET COASTAL PATH
This task involves producing a leaflet explaining the features visible from the footpath along
a stretch of the Dorset coastline. The leaflet is for use by groups of pupils visiting the area to
study coastal landforms and their formation. Pupils should already have studied coastal
landforms, using a range of textual and visual resources.
The approach adopted (Pupil Sheet 1) is for pupils to imagine that they work for Dorset
Leisure Services Department. Their brief is provided in the form of a note from their
“manager”. The task takes about two homeworks and two hours of lesson time.
Pupils should spend the two homeworks in advance of the lessons preparing ideas, notes
and materials to bring into the lessons in which they are to carry out the assignment.
In addition to the work that they have already completed and the resources provided in this
unit (Resources 1-3 and Ordnance Survey Map Extract 1), pupils will need access to texts appropriate to their ability - providing explanations of the formation of headlands and bays,
caves, arches and stacks. Additional resource material may be provided. Pupil Sheet 2
describes the preparation needed and how pupils should use the lesson time.
Pupils should use their preparatory rough notes, maps, sketches and diagrams in the final
production of their leaflets. Information technology may be used in the production of leaflets.
Pupils may be shown sample tourist/recreation leaflets to give them some ideas for the
layout of their leaflet.
It is helpful to give pupils an indication of how their work is to be assessed. An example is
given below. You may wish to copy this for use by your pupils. The lower weighting given to
attractiveness and layout may need stressing to avoid pupils spending too much of their
limited time on design matters rather than on geography.
Dorset coastal path
Your work will be judged on the features listed below.
Knowledge and understanding
How you describe the coastal landforms that are found along the route. How you explain
how they were formed.
Your use of geographical terms.
Skills
The different types of maps and diagrams you use.
The quality of your maps and diagrams.
How you link your maps and diagrams to your descriptions and explanations of the
landforms.
Note: The assessment will also take account of the attractiveness and layout of your leaflet.
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Geography Unit 8 “Coasts”
TASK 2:
COASTAL EROSION IN NORFOLK
The task may be undertaken either in writing or orally. The written option involves pupils in
writing a newspaper report on the issue, while the oral option takes the form of an individual
presentation. Pupils will continue to need access to the stimulus material provided to
undertake the task. Whichever approach is adopted, pupils are asked to respond to the
question:
“What should be done about the dangers of cliff collapse on the Norfolk coast?”
The written option - a newspaper report
The structure of the task - writing a page of a newspaper - should provide sufficient support
for lower attaining pupils, while not restricting the responses of the more able.
The
newspaper page is divided up into sections which allow full access to the different elements
of the assessment criteria (Pupil Sheet 10 provides a model; you may wish to expand it to
A3 size). The sections provide opportunities for pupils to answer the following questions:





Where is the cliff collapse taking place?
What are the main reasons for the cliff collapse?
What are the effects on people of the cliff collapse?
What might be done to slow down the rate of cliff collapse?
What do you think should be done?
The columns of the page should allow for extended responses. If pupils are restricted by the
space provided they may continue on another sheet of paper. While such an extension is
desirable, it is important to stress the importance of quality of response as opposed to
quantity. Pupils should also be encouraged to include maps and diagrams in their reports.
Pupils may use information technology to produce their newspaper page.
The oral option
Individual pupils may be given the opportunity of making an oral presentation to the class or
to the teacher alone. The management implications of individual pupil presentations need to
be considered carefully; this approach may be particularly appropriate for pupils who find it
difficult to express their geographical knowledge and understanding in writing.
Whichever approach is adopted, the assessment criteria are the same. It is helpful to let
pupils know how their work is to be assessed. An example is given below. You may wish to
copy this for use by your pupils.
Coastal erosion in Norfolk
Your work will be judged on the features listed below.
Knowledge and understanding
How you describe the nature and causes of cliff collapse.
Your use of geographical terms.
Your understanding of the views held by different people and why they hold those views.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Timing
Timings will depend on the approach taken. Pupils’ individual preparation for writing their
newspaper report (following on from whatever preparatory work the class has undertaken)
might occupy a homework. The writing of the report itself may be undertaken in about an
hour.
Preparing for the task
Pupils will need to have been taught about cliff collapse and conflicting human demands on
areas of scenic beauty. They will need to spend some time becoming familiar with the issue
of cliff collapse on the north Norfolk coast - what is happening and why - and the views held
by different people about what should be done about it.
Information of various sorts (Resource 4, Pupil Sheets 3-9 and Ordnance Survey Map
Extract 2) about cliff collapse on the Norfolk coast is provided. Pupils will need to familiarise
themselves with this material as part of their preparation for the task.
There are a number of ways in which the preparation might be undertaken. some examples
are given below. You will need to consider the approach that is most appropriate. Although
the task itself provides the main focus of the assessment, there may also be opportunities to
assess pupils during the preparatory activities.
Whole-class debate
The class may be divided into six smaller groups, each of which is given copies of the
sources and one of the six roles. Each small group develops its response “in role”. One
member of each group takes part in the debate with the remaining members forming the
audience. The audience should be encouraged to contribute to the debate.
Small-group debate
This approach has the advantage of allowing all members of the class to take part in the
debate. The class needs to be divided into groups of six (or as close to this as the class
number will allow). The organisation could take two forms:
either:

the task is described and each group is given a single role and develops its
responses in this role. Each member of the group tries to become an expert in
the role. The class is then divided into new groups made up of an expert from
each of the initial groups. The new groups then debate the issue.

the task is described and each member of every group is given a different role
which she/he has to develop into a response. The group then debates the issue.
or:
In each case it may be possible for the groups to report their decisions and give a brief
summary of their discussions and reasons to the whole class group.
Poster display
The class is divided into six groups with each group given a role to develop. Each group
produces a poster which describes and explains their position in relation to the question.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Each poster is displayed and individual members of the class are given the opportunity to
read and make notes from the posters. They are then in a position to express their own
considered opinion.
Individual research
Individuals are given the task of familiarising themselves with the resources on cliff collapse
in Norfolk and the views of various interested parties. Varying degrees of structure may be
imposed on this task depending on the needs of the pupils in the class.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
ASSESSMENT
Assessment criteria
The assessment criteria are designed to assist you in recognising pupils’ performance from
their work on each task. Although the criteria require pupils to show their knowledge,
understanding and skills, they describe the general quality of the response rather than what
particular items of information should be included.
The assessment criteria do not dictate any particular method of marking or recording the
outcome. This allows you to use the unit in conjunction with your existing marking and
recording systems.
The right-hand columns of the tables link elements of pupils’ responses to these tasks to
performance described in level descriptions, by indicating the sort of qualities that might be
identified in pupils’ work.
Some responses may reveal evidence of performance
characteristic of levels lower or higher than those shown. However, levels cannot be
assigned to single pieces of work because level descriptions relate to characteristic
performance rather than single outcomes. These tasks and others like them provide
information about pupils’ knowledge, understanding and skills that will help you make
judgements about pupils’ characteristic performance in geography at the end of the key
stage.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
TASK 1
Assessment criteria for this task
Links to level descriptions
Pupils select and include several places to
include in their leaflet, eg: The Foreland,
Swanage Bay. They describe some of the
physical processes, eg: waves cutting into a cliff,
which have led to the formation of some of the
coastal landforms, eg: caves, beaches. They
show how these features may change over time.
Pupils use a range of map skills successfully and
use the photographs and maps to describe what
a walker may see in the landscape. They use
appropriate geographical vocabulary, eg: cliff,
beach, cave, in their leaflet.
Pupils’ work is likely to show evidence
characteristic of Level 4, in that pupils describe
features and physical processes but may not
show understanding of the way in which the two
are connected. They may suggest some suitable
geographical questions and use a range of skills
and evidence.
Pupils explain how each of the coastal landform
features, eg: caves, arches, stacks, are formed
with the aid of photographs and diagrams. They
show clearly how the features are linked to each
other and change over time, eg: how the caves in
The Foreland have been eroded to form arches.
They use a wide range of map skills successfully
and use the photographs and maps to describe
and explain the development of the coastal
landscape.
Pupils use a wider range of
appropriate geographical vocabulary, eg: stack,
natural arch, in their leaflet.
Work may show attributes characteristic of Level
5.
Pupils describe and begin to offer
explanations for geographical patterns and a
range of physical and - where appropriate human processes.
They identify relevant
geographical questions and select and use
appropriate skills and evidence.
Pupils present a very well organised leaflet with a
clearly annotated sketch map showing the main
landscape features of the area, eg: the headlands
and bays, Old Harry. They describe accurately
features and landforms, explaining how they were
formed, eg: how the caves in The Foreland have
been eroded to form arches and how the roofs
collapse leaving stacks like Old Harry. Pupils use
and integrate a wide variety of map skills
successfully to give the reader a thorough
understanding of the processes shaping the
coastline. They use a wide range of appropriate
subject vocabulary, eg: wave-cut platform,
longshore drift, throughout their leaflet.
Work shows evidence that pupils are able to
explain physical and - where appropriate - human
processes and the way in which they shape the
land, a characteristic feature of Level 6
performance. They identify relevant geographical
questions and suggest appropriate sequences of
enquiry. Pupils’ selection and use of a wide
range of skills and evidence, integrated into their
description and explanation, is a further sign of
Level 6 performance.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
TASK 2
Judgements about pupils’ level of attainment in the task may be based not only on their final
report/presentation, but also on evidence from the preparatory work.
Assessment criteria for this task
Links to level descriptions
Pupils describe the nature and some causes of
cliff collapse using appropriate geographical
vocabulary, eg: waves cutting into the base of a
cliff. They accurately describe ways in which
people might respond to the hazard of cliff
collapse, eg: by building sea walls.
Pupils may begin to show an understanding of
how the changes to the physical landscape affect
the lives and activities of people - a characteristic
of Level 4 performance. Further evidence of
attainment characteristic of Level 4 is the use of
a range of skills and appropriate vocabulary.
Pupils describe the nature and causes of the
hazard
using
appropriate
geographical
vocabulary, eg: the sea erodes the base of the
cliff and the cliff face collapses, and show an
understanding of how this affects human activity,
eg: loss of houses, roads closing.
They
accurately describe ways in which people might
respond to the hazard of cliff collapse, eg: by
building groynes to hold the beach in place to
protect the cliff and demonstrate some success in
placing such a response in the context of this
section of coast.
Work may show attributes characteristic of Level
5. Pupils show an understanding not only of how
a physical process affects human activity but also
how people might respond to the hazard. Pupils
draw on their knowledge and understanding to
select and use appropriate skills and evidence.
Pupils describe the nature and causes of cliff
collapse
using
appropriate
geographical
vocabulary, eg: longshore drift, coastal retreat.
They show an awareness that such hazards may
affect different groups of people in different ways,
eg: people living near the cliff top and those living
in seaside resorts nearby and accurately describe
ways in which people respond to the hazard of
cliff collapse, eg: beach feeding, revetments.
They show an understanding that such attempts
to manage the environment have different effects
on different people and places, eg: revetments
and gabions may spoil the appearance of the
coast for visitors, but they may protect the houses
of people living on the cliff top. The response is
placed fully within the context of this section of
coast.
Pupils are able to describe and offer explanations
for different approaches to managing the
environment and appreciate that the different
approaches have different effects on people and
places - a characteristic feature of Level 6
performance. Pupils’ selection and use of a wide
range of skills, integrated well into their
description and explanation, is a further sign of
Level 6 performance.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
The leaflet
Task
Imagine that you are working for Dorset Leisure Services Department. Your manager has
sent you this note:
NOTE
We get many letters and phone calls from school teachers and youth leaders from
all over the country. They bring groups of pupils to study coastal features in the
Swanage area. They have told us that they would like some detailed information
about how these were formed. They also want advice about the best places from
which to view these coastal features.
We have decided to publish a leaflet for school pupils aged between 12 and 16.
Teachers can send for copies of this leaflet for their classes.
The leaflet must give information about the following:

the route of the coastal footpath between The Foreland (GR 055825) and Anvil
Point (GR 028769);

a description of the coastal features that pupils would see along the walk,
indicating the best viewpoints;

an explanation of how these coastal features were formed, showing how
different types of rock have influenced their development;

advice to pupils about safety aspects of walking in this area.
Guidance and ideas
You should include written text, maps and diagrams. These should help pupils
recognise the coastal landforms and understand how they were formed. Useful
illustrations might include labelled sketch maps and diagrams, a simple map and
pictures or photographs.
Extension idea
You might include a cross-section drawn between Greenland (GR 017844)
and the coast due south of this point.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
The leaflet (cont.)
Preparation (homework)
You should prepare some notes and materials to bring into class to complete the
assignment.
You should use your homework time to:

collect information;

decide what is most relevant;

decide how you want to organise the layout of your leaflet;

organise ideas and headings;

collect materials, such as coloured pencils, scissors and glue, ready to bring into the
lessons.
Producing the leaflet (classroom)
You should use the time in the lessons to:

plan the layout of your leaflet;

use your notes to write the text for your leaflet;

draw and label your maps; diagrams and other illustrations;

develop any other ideas you have for the leaflet.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Coastal erosion in Norfolk
The area of the north Norfolk coast between Sidestrand and Trimingham does not have any
coastal defences. The coast is eroding quickly. In most years, an average of 2-3 metres is
eroded. However, in May 1990, 45 metres of the cliff at Overstrand was eroded. The
erosion is threatening some houses, a school, a caravan park and farmland. It is likely that
these will disappear into the sea unless some new coastal defences are built. These are
expensive and people have different views about what should be done.
Role 1: North Norfolk District Council engineer
You have been asked by the Council to prepare a scheme to protect the coast between
Sidestrand and Trimingham. Your scheme should involve revetments, groynes, drainage
pipes and beach feeding. This should protect the area for at least one hundred years.
You have some information to support your case.
Similar defences have been built in the Overstrand area. The erosion here is much slower
than in areas which are not defended. There are several reasons for this:
1.
Groynes reduce the amount of longshore drift and help sand to build up in front of the
cliff. This beach helps to protect the cliffs.
2.
Revetments stop strong waves hitting the base of the soft cliffs. This reduces the
amount of sand, clay and gravel which is eroded.
3.
Drainage pipes help drain the water out of the cliff face. This reduces the risk of the
cliff collapsing when it is too wet and saturated.
4.
Beach feeding involves bringing in sand to raise the beach level and to increase its
gradient. This will help to protect the cliffs from erosion by the sea.
Some people think that your scheme is too expensive. It is likely to cost over £1 million.
Some say it spoils the beauty of the area. You believe that you must preserve this coastal
area for future generations and protect property and farmland. You also want to make sure
that the beach and the cliffs are safe for tourists, who bring money to the area.
Your scheme will also provide work for local people and engineering firms.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Coastal erosion in Norfolk
The area of the north Norfolk coast between Sidestrand and Trimingham does not have any
coastal defences. The coast is eroding quickly. In most years, an average of 2-3 metres is
eroded. However, in May 1990, 45 metres of the cliff at Overstrand was eroded. The
erosion is threatening some houses, a school, a caravan park and farmland. It is likely that
these will disappear into the sea unless some new coastal defences are built. These are
expensive and people have different views about what should be done.
Role 2: Professor of geography
You have studied the cliffs in this area for many years. You do not support the proposals to
build new coastal defences. You are sure that attempts to protect the coast in this area will
fail. This will waste public money.
The coastal defences in the area do not seem to be very successful. Some revetments have
been demolished by the collapse of the cliff behind them. Some groynes are badly
damaged.
The groynes and revetments do not protect the cliff from water which comes from the land,
particularly after heavy storms. The water which collects in the clays in the cliff frequently
makes them wet and unstable, which makes them collapse. Drainage pipes become
blocked with sand and clay. You believe that the main problem is caused by the amount of
water in the cliff, not by the force of the waves.
You feel that:

no new building should be allowed at the top of the cliff;

some compensation should be given to people who lose their homes and land;

nature should be allowed to take its course because the sea will always win in the end.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Coastal erosion in Norfolk
The area of the north Norfolk coast between Sidestrand and Trimingham does not have any
coastal defences. The coast is eroding quickly. In most years, an average of 2-3 metres is
eroded. However, in May 1990, 45 metres of the cliff at Overstrand was eroded. The
erosion is threatening some houses, a school, a caravan park and farmland. It is likely that
these will disappear into the sea unless some new coastal defences are built. These are
expensive and people have different views about what should be done.
Role 3: Local resident of Sidestrand
You are a local resident in this area. You own a house and some land quite close to the top
of the cliff ( [1] on Ordnance Survey Map Extract 2). You returned to this area, where you
were born, after working in London. You add to your income by writing articles for the local
paper and by providing bed and breakfast accommodation for tourists.
You are worried by the fast rate of erosion in the area. In the last five years, much of the
field in front of your house has slipped down the cliff. The top of the cliff is now only fifty
metres away from your home. Already property at the end of your road has fallen down the
cliff.
You have helped to form a committee of local people, LACE (Locals Against Cliff Erosion),
which is putting pressure on the North Norfolk District Council to build new coastal defences
very quickly.
LACE thinks that:

if new defences are not built, other property will be lost, including a recently modernised
school owned by Norfolk County Council;

the District Council has a duty to protect the property and land of local residents who
have a right to live where they wish;

if this erosion is not stopped now, it could cause a lot of damage in the future. If the
main coastal road is damaged, tourism in the area might suffer.
You know that protecting the coast is not cheap. You think that the benefits to the area, to
local residents and to tourists, will be greater than the costs. It would be good value for
money.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Coastal erosion in Norfolk
The area of the north Norfolk coast between Sidestrand and Trimingham does not have any
coastal defences. The coast is eroding quickly. In most years, an average of 2-3 metres is
eroded. However, in May 1990, 45 metres of the cliff at Overstrand was eroded. The
erosion is threatening some houses, a school, a caravan park and farmland. It is likely that
these will disappear into the sea unless some new coastal defences are built. These are
expensive and people have different views about what should be done.
Role 4: Hotel manager at Mundesley
You are the manager of the Hotel Belle Vue in Mundesley, a small coastal resort just to the
east of the Sidestrand - Trimingham area ( [2] on Ordnance Survey Map Extract 2).
Mundesley attracts families with young children. They like the sandy beaches, the facilities
and the security of the small resort.
The resort has some coastal defences but these are fairly small scale and do not spoil the
look of the resort. The cliffs are lower than those in Sidestrand. They have become covered
in vegetation and are more stable.
A geography fieldwork party stayed at your hotel recently. You talked to the teachers about
coastal erosion in the area.
What you learnt worried you. You found out that there was a plan to build more coastal
defences between Sidestrand and Trimingham. This might stop the natural movement of
sand along the coast as the new groynes would prevent longshore drifting of materials. This
might lead to less sand and lower beach levels at Mundesley.
You would be affected in a number of ways:
1.
If the sand levels fell at Mundesley, thick, dark mud and beds of gravel would be
exposed. This “beach” would certainly not attract tourists.
2.
If the beach levels fell, the waves could erode the cliffs at Mundesley. Your hotel
would be threatened.
3.
If the cliff became unstable, your insurance company would charge you more. They
have never been easy to deal with and you do not want to pay out more money.
You are against the idea of a coastal protection scheme between Sidestrand and
Trimingham. You think it would be a good idea to warn other traders about the threat to
Mundesley’s tourist trade.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Coastal erosion in Norfolk
The area of the north Norfolk coast between Sidestrand and Trimingham does not have any
coastal defences. The coast is eroding quickly. In most years, an average of 2-3 metres is
eroded. However, in May 1990, 45 metres of the cliff at Overstrand was eroded. The
erosion is threatening some houses, a school, a caravan park and farmland. It is likely that
these will disappear into the sea unless some new coastal defences are built. These are
expensive and people have different views about what should be done.
Role 5: Tourist
You have been coming to this area for many years for your holiday. Twenty years ago, you
brought your children here and now you come with their families. The area is quiet and
beautiful with wide sandy beaches, rock pools and unspoilt countryside for clifftop walking.
You think it is one of the most beautiful areas in the country.
You have mixed feelings about any scheme to build more coastal defences in the area. You
have many friends in the area. You know that they are concerned about threats to their
homes.
You think that coastal defences which have already been built are ugly and spoil the natural
look of the cliffs. You think that groynes are useful; they give shelter from the wind and they
help to trap the sand and build up the beaches. However, you think revetments and stone
blocks (or gabions) look out of place and unsightly. You think the whole cliff line would look
more beautiful without them.
You have read that some people think that the scheme will not be successful. They think
that revetments and groynes will eventually collapse and rot. You wonder whether the
money could be better spent, perhaps on dredging more sand up onto the beaches and
putting more drainage pipes in the cliffs.
However, you also think of old Mr and Mrs Kinsey, who live in the cottage next to the one
you are renting ( [3] on Ordnance Survey Map Extract 2). Don’t they deserve to have their
house protected? They have lived there all their lives.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Coastal erosion in Norfolk
The area of the north Norfolk coast between Sidestrand and Trimingham does not have any
coastal defences. The coast is eroding quickly. In most years, an average of 2-3 metres is
eroded. However, in May 1990, 45 metres of the cliff at Overstrand was eroded. The
erosion is threatening some houses, a school, a caravan park and farmland. It is likely that
these will disappear into the sea unless some new coastal defences are built. These are
expensive and people have different views about what should be done.
Role 6: Local builder
You own your own building firm which employs 20 people. Over the last ten years you have
built new houses in Trimingham and Sidestrand. You have also built extensions to houses,
converted barns and modernised houses.
Five years ago you bought some land on the main road in Trimingham, about fifty metres
back from the top of the cliff ( [4] on Ordnance Survey Map Extract 2). You intended to build
four detached houses on this land. Each house would have beautiful sea views. Houses
were not selling well at the time so you thought it would be best to wait two or three years
before starting to build. Last year you applied for planning permission to the District Council
and were amazed when they refused to give you permission to build the houses. The
Planning Officer told you that your plot of land is in the “redlined” area, where planning
permission is not given because the cliff is too unstable. You are naturally very angry about
this because this was the first you had heard about “redlining”. No-one mentioned it five
years ago when you bought the land.
You have also heard that two local people - Miss Younger and Mr Singh - have been refused
bank loans for extensions to their homes. Your firm would have built these extensions.
Miss Younger wanted to convert two rooms in her house ( [5] on Ordnance Survey Map
Extract 2), to provide a general stores and post office. At the moment, local people have to
travel to another village to collect pensions or pick up doctors’ prescriptions.
Mr Singh wanted to build a ground floor extension to his house ( [6] on Ordnance Survey
Map Extract 2) for his elderly parents.
You know that a coastal defence scheme here will improve the stability of the cliff. The local
planners have told you that this would reduce the amount of land, which needs to be
“redlined”. All these building plans would then have a better change of going ahead. You
are certain that the coast must be defended because of the risk to local properties and jobs.
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Ways of protecting the Norfolk coast
There are four main methods of coastal protection:
Sea walls are the most effective means of
preventing erosion but they are also the most
expensive. They deflect the power of the
waves, but this usually means that the waves
wash away the beach material. Then the
waves can undermine the sea wall. Groynes
are needed to hold the beach in place.
Cost: £2,000 per metre
Revetments are used where the expense of
a sea wall cannot be justified. They break
the force of the waves and trap beach
material behind them to protect the base of
the cliffs; but they do not give total protection
to the cliff foot as a sea wall does. Groynes
can be used to stop the waves undermining
the revetment
Cost: £1,000 per metre
Groynes are built near to the sea walls and
wherever longshore drift operates. They
hold the beach in place and the beach
protects the base of the cliff from erosion by
corrasion (abrasion). Groynes are used
wherever their cost can be justified.
Cost: £6,000 each (placed 200 metres
apart)
Gabions are cages of boulders built onto the
face of the cliff above a sea wall. They are
only used where a settlement faces severe
problems of erosion.
Cost: £350 per metre
School Curriculum and Assessment Authority
Geography Unit 8 “Coasts”
Newspaper page layout
THE DAILY INFORMER
Headline
Editorial
What do I think should be done?
35 pence
Where is this cliff collapse taking place?
What could be done to slow down
the rate of cliff collapse?
School Curriculum and Assessment Authority
What are the main reasons for
cliff collapse?
What are the effects of cliff
collapse on people?