The KING’S Medium Term Plan – Geography Year 10 Learning Cycle 4 Programme

Module Overarching Subject Challenging Question Building on prior learning

Water on the Land ‘Rivers are ever-changing physical features’ Students will be continuing to cover the content of the AQA A GCSE Geography specification which they touched upon in Year 9. Students have now covered all of the human topics needed for their GCSE examination and this learning cycle will begin to focus on the physical geography modules. Pupils will be expanding upon the knowledge gained in Year 9 on physical topics. Throughout the learning cycle, students will also be working on improving their exam technique through answering sample exam questions as well as improving their Geographical skills, and where appropriate, tackling contemporary and complex Geographical concepts by forming opinions based on evidence. Each week during this learning cycle, the pupils will complete a short knowledge based quiz. The quiz is designed to help the pupils’ embed key knowledge (including case study information) that they will need to remember for the exam. The knowledge based questions from LC1, LC2 and LC3 will be carried through into this learning cycle to ensure that the knowledge gained is not lost.

Lines of Enquiry

Week 1: H o w a n d w h y d o r i v e r v a l l e y s c h a n g e d o w n s t r e a m ? ( A Q A 5 . 1 ) Week 2: W h a t d i s t i n c t i v e l a n d f o r m s r e s u l t f r o m t h e c h a n g i n g r i v e r processes? (AQA 5.2) Week 3: How and why does the water in a river fluctuate? (AQA 5.3) How are rivers in the UK managed to provide our water supply? (AQA 5.7) Week 4: Why do rivers flood? (AQA 5.4) How and why do the effects of flooding and the responses to it vary? (AQA 5.5) Week 5: Hard and soft engineering: which is the better option? (AQA 5.6)

Week 6: Revision and learning homework. Assessment week. Week 7: Gap teaching based on assessment analysis In line with the AQA A Geography Specification, by the end of this learning cycle, students will be able to:  Define the following terms; hydraulic action, abrasion, attrition, solution, traction, saltation, suspension, long profile, cross profile, waterfall, gorge, meander, oxbow lake, floodplain, levees, discharge, impermeable, hard-engineering, soft-engineering, areas of deficit, areas of surplus  Explain how and why the long and cross profiles are formed and why cross profiles change downstream  Explain how and why waterfalls and gorges form due to erosion  Explain the formation of meanders and oxbow lakes due to erosion and deposition  Explain how deposition leads to the development of levees and floodplains  Discuss how the formation of key river features leads to the development of other key river features  Identify factors the cause the amount of water in a river to vary and explain the reasons for these variations  Accurately interpret a storm hydrograph  Explain why flooding occurs (human and natural causes)  Locate where floods have occurred in the UK  Suggest reasons why the frequency of flooding seems to be increasing  Explain the effects and responses to flooding in an MEDC and an LEDC country  Explain how and why the effects and responses to flooding vary between MEDC’s and LEDC’s  Discuss how hard and soft engineering is used to manage rivers and flooding  Suggest why there is a debate about hard and soft engineering  Evaluate the success of hard and soft engineering using evidence  Explain why there is an increasing demand for water in the UK  Suggest why there are areas of deficit and areas of surplus



Discuss the economic, social and environmental issues resulting from the transfer of water in the UK

NOTE: Students should be able to use real life examples (case studies) to illustrate all of the above. Students will use a mixture of the following techniques to do this: AO1 – recall, select and communicate their knowledge and understanding of places, environments and concepts AO2 – apply their knowledge and understanding in familiar and unfamiliar contexts AO3 – select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues Students will also be expected to spell, punctuate and use the rules of grammar with reasonable accuracy within the context of the questions as this is a requirement in GCSE level Geography. Week 1 (3 hours of class learning + 1 hour home learning)

LOE: How and why do river valleys change downstream? AQA 5.1) Key Idea – The shape of river valleys changes as the river flows downstream due to the dominance of different processes Exam Specification Content: ‘Processes of erosion; hydraulic action, abrasion, attrition, solution and vertical and lateral erosion. Processes of transportation; traction, saltation, suspension, solution. Deposition and the reasons for it. Long profile and changing cross profile’. Stage 1 – How do erosion, transportation and deposition affect the size and shape of a river? Hypothesis: Erosion, transportation and deposition all play an equal role in the formation of rivers KGP Success Criteria: GP 3-4: Explain the differences between erosion, transportation and deposition GP 5: Discuss the role of erosion, transportation and deposition in a river GP 6-8: Discuss the extent to which erosion, transportation and deposition shape of a river

Stage 2 and 3: How do the long and cross profiles change during the course of a river? Hypothesis: A river is narrower and deeper near the start of a river KGP Success Criteria: GP 3-4: Describe and explain how a river valleys changes downstream using a long profile GP 5: Discuss how the long and cross profiles of a river change downstream, using key terminology GP 6-8: Discuss which key processes take part in the different sections of a river, using the long and cross profiles EXAM QUESTION – Higher and Foundation ‘Describe how the shape of a river valley changes downstream (4 marks) (June 2014) - peer assessed Home Learning (given each week, due in 1 week later): 1. To answer the exam question [above] 2. Produce revision tools for topics covered this week Week 2 (3 hours of class learning + 1 hour home learning)

LOE: What distinctive landforms result from the changing river processes? (AQA 5.2) Key Idea – Distinctive landforms result from different processes as rivers flow downstream Exam Specification Content: ‘Landforms resulting from erosion; waterfalls and gorges. Landforms resulting from erosion and deposition; meanders and oxbow lakes. Landforms resulting from deposition; levees and floodplains.’ Stage 1: How are waterfalls and gorges formed? Hypothesis: There is always a waterfall before a gorge KGP Success Criteria:

GP 3-4: Explain the formation of a waterfall GP 5: Explain how the formation of a waterfall links to the formation of a gorge GP 6-8: Explain the formation of a waterfall and gorge using the processes of erosion Stage 2: How are meanders and oxbow lakes formed? Hypothesis: You cannot have an oxbow lake without a meander KGP Success Criteria: GP 3-4: Accurately label erosion and deposition onto the cross-section of a meander GP 5: To explain the formation of meanders and oxbow lakes GP 6-8: To explain the formation of meanders and oxbow lakes, using the key processes of erosion and deposition Stage 3: How are levees and floodplains formed? Hypothesis: Levees are a natural form of flood defence KGP Success Criteria: GP 3-4: Explain the formation of levees and floodplains GP 5: Explain the link between the formation of levees and floodplains GP 6-8: Discuss how flooding affects the formation of levees and floodplains, using key terminology EXAM QUESTION – Foundation – Explain the formation of a levee, using the key words; deposition, floods, build-up of layers, loss of energy (4 marks) (June 2014) Higher – Explain the formation of levees (4 marks) (June 2014) – teacher marked

Home Learning: Spelling and definitions test for all key terms to be covered this topic

Week 3 (3 hours of class learning + 1 hour home learning)

LOE: How and why does the water in a river fluctuate? (AQA 5.3) How are rivers in the UK managed to provide our water supply? (AQA 5.7) Key Idea – 1. The amount of water in a river fluctuates due to a number of reasons. 2. Rivers are managed to supply a water supply. There are a variety of issues resulting from this. Exam Specification Content: ‘Factors affecting discharge; amount and type of rainfall, temperature, previous weather conditions, relief, rock type (impermeable, permeable, porous, pervious) and land use.’ Stage 1: How does the discharge of a river change over time? Hypothesis: Human factors can alter the discharge of a river KGP Success Criteria: GP 3-4: To identify the key factors that influence the discharge of a river GP 5: Explain how a range of human and physical factors cause alterations to the discharge of a river GP 6-8: To evaluate whether human or physical factors have the most influence on the discharge of a river Stage 2: How is a storm hydrograph used to show a rivers response to rainfall? Hypothesis: Flash floods are caused by a short lag time KGP Success Criteria: GP 3-4: Accurately label the key features of a storm hydrograph GP 5: Explain what a storm hydrograph suggests about a rivers response to rainfall GP 6-8: Accurately draw a storm hydrograph, adding labels to indicate the key features of the river

Exam Specification Content: ‘The UK – increasing demand for water, areas of deficit, areas of surplus; the need for transfer. A case study of a dam/reservoir to consider resulting in economic, social and environmental issues and the need for sustainable supplies.’ Stage 3: How does the UK manage our rivers to provide our water supply? Hypothesis: Liverpool is an area of deficit KGP Success Criteria: GP 3-4: Explain why there is an increasing demand for water in the UK GP 5: Discuss how we can make water supplies in the UK more sustainable GP 6-8: Using a UK case study, discuss how the UK effectively deals with shortages in water supply EXAM QUESTION – Higher and Foundation- Explain factors affecting river discharge [JUNE 2013] – peer assessed Home Learning: 1. Research project on Cumbria floods, 2015 Week 4 (3 hours of class learning + 1 hour home learning)

LOE: Why do rivers flood? (AQA 5.4) How and why do the effects of flooding and the responses to it vary? (AQA 5.5) Key Idea – 1. Rivers flood due to a number of physical and human causes. Flooding appears to be an increasingly frequent event. 2. The effects of and responses to floods vary between areas of contrasting levels of wealth. Exam Specification Content: ‘The causes of flooding: physical – prolonged, heavy rainfall, snowmelt, relief; and human – deforestation, building construction. The frequency and location of flood events – in the UK in the last 20 years.’ Stage 1: What are the causes of floods?

Hypothesis: Physical factors are the biggest cause of flooding KGP Success Criteria GP 3-4: Explain the human and natural causes of flooding GP 5: Suggest reasons how humans can make flooding worse, using case study examples GP 6-8: Discuss why the frequency of flooding seems to be increasing across the globe Exam Specification Content: ‘A case study of flooding in a rich and a poor area of the world – the different effects and responses to the flooding.’ Stage’s 2 and 3: What are the effects and responses to floods in the UK and Bangladesh? Hypothesis: The effects of flooding are always worse in LEDC’s KGP Success Criteria: GP 3-4: Explain how the effects of flooding differ between LEDC’s and MEDC’s GP 5: Explain how the effects AND responses of flooding differ between LEDC’s and MEDC’s GP 6-8: Suggest reasons why the effects and responses to flooding vary between LEDC’s and MEDC’s EXAM QUESTION – Higher – Use a case study to describe responses to flooding [8 marks] (June 2012)– teacher to mark Foundation – Use a case study to describe responses to flooding [6 marks] (June 2012) – teacher to mark Home Learning: 1. Create a plan for the above exam questions Week 5 (3 hours of class learning + 1 hour home learning

LOE: Hard and soft engineering: which is the better option? (AQA 5.6) Key Idea – There is a discussion about the costs and benefits of hard and soft engineering and debate about which is the better option.

Exam Specification Content: ‘Hard engineering strategies – dams and reservoirs, straightening. Soft engineering strategies – flood warnings, preparation, flood plain zoning, ‘do nothing’. The costs and benefits of these’ Stage’s 1 and 2: How are hard and soft engineering used to manage rivers? Hypothesis: Soft engineering is the preferred option of river management KGP Success Criteria: GP 3-4: To explain a range of hard and soft engineering methods GP 5: Discuss the positives and negatives of hard and soft engineering GP 5-7: To evaluate the success of both engineering options and use evidence to support it Stage 3: How does the Three Gorges Dam protect China? Hypothesis: The impacts of the Three Gorges Dam is only positive KGP Success Criteria: GP 3-4: To explain how China has managed the issue of flooding GP 5: To explain the positive and negative impacts of the Three Gorges Dam GP 5-7: To evaluate whether the Three Gorges Dam has been successful EXAM QUESTION Higher – Explain how hard and soft engineering help to manage the risk of flooding (8 marks) (June 2014) Foundation - Explain how different responses have reduced the risk of flooding in areas such as Boscastle (6 marks) (June 2014) – teacher assessed Home Learning

Revision for end of learning cycle assessment next week – try to identify topics that you are unsure about so that we can go over them next week in class during the revision lessons. Week 6 (2 hours revision in class + 1 hour assessment + 1 hour home learning)

Revision and Assessment Week During the first two lessons of this week, students will identify areas where they need to target their revision to improve understanding, enhance their skills and ensure a complete and thorough understanding of content. Students will work, both individually and in learning teams, to complete exam questions and to create a range of revision tools which can be used both now, and when students complete their final revision before the exam in Year 11. Lesson 3 will comprise of a written assessment based on a series of examination questions from a range of specimen papers and past examination papers.

Week 7 (3 hours class learning)

Extended Learning

Gap Analysis Reinforcement This end of module time will be allocated to re-teaching any gaps discovered in each individuals’ knowledge as a result of the assessment process. The whole class will address any misconceptions which have been highlighted through the assessment analysis but students will also be given time to work with the teacher individually or in small groups to address any areas of the content where they feel they need additional help. Extended learning is not part of the timed schedule but is vitally important if students are to achieve their potential at GCSE. Revision (in addition to work they are set as part of home learning) is expected of GCSE pupils throughout the GCSE course. Due to the high volume content at GCSE, topics can only be covered once over the course and therefore it is vital that students are continually revising topics they have already covered in class. It is recommended that pupils purchase a CGP GCSE Geography AQA A Specification revision guide. Useful revision websites: http://www.coolgeography.co.uk/GCSE/AQA%20GCSE.htm

http://www.geographyrocks.co.uk/gcse-revision.html http://www.s-cool.co.uk/gcse/geography http://www.acegeography.com/aqa-a-gcse.html http://www.bbc.co.uk/schools/gcsebitesize/geography/