Download LC1

The KING’S Medium Term Plan – Geography
Year 11 Senior Programme – Learning Cycle One
Module
Restless Earth
Building on
Prior Learning
Students will be continuing to cover the content of the AQA A GCSE Geography specification which they have been studying
throughout the course of Year 9 and 10. Students have now covered all of the human modules needed for their GCSE
examination and this learning cycle will continue to focus on the physical geography modules. Alongside learning the new
content, pupils will be working on improving their exam technique through answering sample exam question 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
pupils embed key contextual knowledge (including case study information) that they will need to remember for their GCSE
examination. The knowledge based questions will cover a variety of content studied in year 10 as well as the current content
to ensure that prior knowledge is not lost.
Overarching
Subject
Challenging
question
Lines of
Enquiry
Will the Earth ever stop moving?
Week 1: Plate Margins
Week 2: Unique landforms and their uses
Week 3: Volcanoes and supervolcanoes
Week 4&5: Earthquakes and Tsunamis
Week 6: Revision & assessments
Week 7: Gap Teaching
Eight ‘Key Ideas’ for this module have been created to guide students through the learning process.
Exam Board
Links:
Topic
Progress
Statements
1.
2.
3.
4.
5.
6.
7.
8.
The Earth’s crust is unstable, especially at plate margins
Unique landforms occur at plate margins
People use these landforms as a resource and adapt to the conditions within them
Volcanoes are hazards resulting from tectonic activity. Their primary and secondary effects are positive as
well as negative. Responses change in the aftermath of an eruption
Supervolcanoes are on a much bigger scale than other volcanoes and an eruption could have global
consequences.
Earthquakes occur at constructive, destructive and conservative margins
The effects of earthquakes and responses to them differ due to contrasts in levels of wealth
Tsunamis are a specific secondary effect and can have devastating effects in coastal areas
Week 1
3 hours of
lessons plus 1
hour of
homework
each week
Stage 1: Global distribution tectonic plates
Hypothesis: “The earth’s surface is equally split into a series of tectonic plates”
Exam Specification: “Distribution of plates; contrasts between continental and oceanic plates”
KGP Success Criteria
LO: By the end of the lesson students will be able to identify the features of continental and oceanic plates and
locate the regions that they are more likely to be affected by tectonic hazards
Students working towards GP3 should be able to: To identify the features of oceanic and continental plates
Students working towards GP4-5 should be able to: describe the differences between oceanic and continental plates,
commenting on their location around the world
Students working towards GP6-8 should be able to: Compare the locations of different tectonic hazards using knowledge of
tectonic plates
Stage 2: Constructive, destructive and conservative plate margins
Stage 2 “All three types of plate margin create volcanoes AND earthquakes”
Exam Specification: “Destructive, constructive and conservative plate margins”
KGP Success Criteria
LO: By the end of the lessons students will be able to describe the movement of the three different plate boundaries
explain their role in the formation of tectonic hazards
Students working towards GP3 should be able to: To describe the direction of movement of the three types of plate margins
Students working towards GP4-5 should be able to: Explain how each type of plate margin creates tectonic hazards
Students working towards GP6-8 should be able to: Compare and contrast the characteristics of destructive, constructive and
conservation plate margins and be able to locate them on a world map
Home learning:
Exam Question:
Higher: Describe the characteristics of oceanic crust (3 marks). Using the insert (a map showing the world distribution of
volcanoes), describe the world distribution of volcanoes (3 marks). (AQA JUNE 2015)
Foundation: Questions 1a, 1bi, 1bii (from AQA JUNE 2015 paper) – based on distribution of the worlds volcanoes and
features of continental crusts
Week 2
3 1hr lessons
plus 1hr
homework
Stage 1: Global distribution of fold mountains and ocean trenches
Hypothesis: “Fold mountains and ocean trenches are always found together”
Exam Specification: “Location and formation of fold mountains and ocean trenches”
KGP Success Criteria
LO: By the end of the lesson students will be able to describe the global distribution of fold mountains and ocean
trenches and explain their formation
Students working towards GP3 should be able to: To describe the location of fold mountains and ocean trenches
Students working towards GP4-5 should be able to: explain the formation of fold mountains and ocean trenches link between
tropical storms and atmospheric circulation
Students working towards GP6-8 should be able to: Explain the link between fold mountains and ocean trenches
Stage 2: The uses of fold mountains
Stage 2: “Fold mountains create more advantages than disadvantages”
Exam Specification: “A case study of one range of fold mountains. The ways in which they are used – farming,
hydroelectric power, mining, tourism and how people adapt to limited communications, steep relief and poor soils”
KGP Success Criteria
LO: By the end of the lesson students will be able to describe how fold mountains can be used for profit, using a
case study
Students working towards GP3 should be able to: describe how the uses of fold mountains
Students working towards GP4-5 should be able to: Explain how the Andes mountains are used by humans
Students working towards GP6-8 should be able to: Evaluate whether the benefits of using the Andes mountains outweighs
the limitations
Stage 3: Characteristics of different types of volcanoes
Stage 3 “Shield volcanoes are more explosive than composite volcanoes”
Exam Specification: “Formation of composite and shield volcanoes”
KGP Success Criteria
LO: By the end of the lesson students will be able to explain the difference between composite and shield volcanoes
Students working towards GP3 should be able to: To describe the features of composite and shield volcanoes
Students working towards GP4-5 should be able to: Explain how the frequency and strength of eruptions changes between
composite and shield volcanoes
Students working towards GP6-8 should be able to: Demonstrate the differences between shield and composite volcanos
using previous eruption data
Home learning:
Knowledge organiser revision for mid-term test next week (assessed lesson 3 of week 3)
Week 3
Stage 1: Causes, effects and responses to volcanic eruptions
3 1hr lessons
plus 1hr
homework
Stage 1: “The positive effects of volcanic eruptions outweigh the negative effects”
Exam Specification: “A case study of a volcanic eruption – its cause, primary and secondary effects; positive and
negative impacts; immediate and long-term responses.”
KGP Success Criteria
LO: By the end of the lesson students will be able to give examples of primary and secondary effects of volcanic
eruptions and explain the immediate and long-term responses to eruptions
Students working towards GP3 should be able to: describe a range of primary and secondary effects of volcanic eruptions
(using a named example)
Students working towards GP4-5 should be able to: Explain how different primary and secondary effects have an impact on
people and the environment and explain the immediate and long-term responses (of a named example)
Students working towards GP6-8 should be able to: Evaluate the impact of primary and secondary effects socially,
economically and environmentally and analyse the effectiveness of immediate and long-term responses (using a named
example)
Stage 2: Monitoring and predicting volcanic eruptions
Stage 2: “It is always possible to evacuate prior to volcanic eruptions”
Exam Specification: “Monitoring and predicting volcanic eruptions”
KGP Success Criteria
LO: By the end of the lesson students will be able to explain how volcanic eruptions can be predicted
Students working towards GP3 should be able to: Describe a range of ways that volcanoes around the world are monitored
Students working towards GP4-5 should be able to: Explain how monitoring volcanoes can help predict volcanic eruptions
Students working towards GP6-8 should be able to: Evaluate the effectiveness of technology in monitoring and predicting
volcanic eruptions
Home learning:
Exam Question:
Higher (GP 6-8): Use a case study to discuss the immediate and long-term responses to a volcanic eruption (8 marks) (AQA
JUNE 2015)
Foundation (GP 4-5): Describe the positive and negative impacts of volcanic activity (6 marks) (AQA JUNE 2015)
Week 4
3 1hr lessons
plus 1hr
homework
Stage 1: Super-volcanoes
Stage 1: “Super-volcanoes could end the world”
Exam Specification: “The characteristics of a supervolcano and the likely effects of an eruption”
KGP Success Criteria
LO: By the end of the lesson students will be able to explain the consequences of a supervolcano eruption
Students working towards GP 3 should be able to: To describe the characteristics of a supervolcano
Students working towards GP4-5 should be able to: Explain the features of a supervolcano and explain the consequences of
an eruption
Students working towards GP 6-8 should be able to: Compare and contrast the characteristics and effects of a normal
volcanic eruption and a supervolcano eruption
Stage 2: Earthquakes
Stage 2: “The Mercali scale is more effective at measuring earthquakes than the Richter scale”
Exam Specification: “Location and cause of earthquakes. Features of earthquakes – epicentre, focus, shock waves
and the measurement of earthquakes using the Richter and Mercali Scales”
KGP Success Criteria
LO: By the end of the lesson students will be able to explain the formation of earthquakes using key geographical
terminology and discuss how earthquakes are measured
Students working towards GP3 should be able to: To identify and describe the following key terms; epicentre, focus, shock
waves, Richter scale, Mercali scale
Students working towards GP4-5 should be able to: Explain in detail how earthquakes are caused, using the key terms
epicentre, focus and shock waves and show knowledge of the Richter and Mercali Scales
Students working towards GP6-8 should be able to: Evaluate the effectiveness of the Richter and Mercali scales in
measuring earthquakes
Stage 3: Effects and responses to earthquakes in LEDC’s
Stage 3 “Money is the main contributing factor to the devastation caused by earthquakes in LEDC’s”
Exam Specification: “A case study of an earthquake in a rich part of the world and one from a poorer area – their
specific causes; primary and secondary effects; immediate and long-term responses. Contrasts in effects and
responses will be clear”
KGP Success Criteria:
LO: By the end of the lesson students will be able to describe the causes, effects and responses to a named MEDC
earthquake
Students working towards GP3 should be able to: Describe the effects and responses to an earthquake (using a named
LEDC example)
Students working towards GP4-5 should be able to: Explain the social, economic and environmental effects of an earthquake
and categorise the responses into immediate and long-term (using a named LEDC example)
Students working towards GP6-8 should be able to: Evaluate the social, economic and environmental effects of a named
LEDC earthquake and analyse the immediate and long-term responses
Home learning: Given each week, due in one week later
Read through the information provided and create a fact file about an earthquake in an MEDC.
Success Criteria:
● Location (continent, country, within the country, nearest towns / cities)
● Causes – including measurement on Richter / Mercali scale
● Effects – primary and secondary – economic, social and environmental
● Responses – short-term and long-term
Week 5
Stage 1: Prediction, preparation and planning
3 1hr lessons
plus 1hr
homework
Stage 1 “Prediction, preparation and planning always successfully reduces death tolls in earthquakes”
Exam Specification: “The need to predict, prepare and protect”
KGP Success Criteria:
Students working towards GP3 should be able to: define prediction, preparation and planning – giving a brief description of
how each works
Students working towards GP4-5 should be able to: Explain the importance of PPP in reducing the effects of earthquakes
Students working towards GP6-8 should be able to: Evaluate the importance of PPP in reducing the effects of earthquakes
as a way of managing tectonic hazards in a sustainable way
Stage 2: Causes, effects and responses to tsunamis
Stage 2: “The 2004 Boxing Day Tsunami could have been prevented”
Exam Specification: “A case study of a tsunami – its causes, effects and responses”
KGP Success Criteria:
Students working towards GP3 should be able to: Describe the causes, effects and responses of the Boxing Day tsunami
Students working towards GP4-5 should be able to: Describe the causes and explain the different social, economic and
environmental effects of the Boxing Day Tsunami
Students working towards GP6-8 should be able to: Comment on ways in which the effects of the Boxing Day tsunami could
have been lessened
Home learning:
Revision for end of learning cycle assessment.
Week 6
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.
Gap Analysis Reinforcement
Gap
This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the
Reinforcement assessment process. The whole class will address any common 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
(This is not part
of the ‘timed’
schedule but is
seen as
additional
support)
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/