Edexcel AS and A Level Geography Scheme of Work
Area of study 1, Topic 2:Landscape Systems, Processes and Change,
Option2B: Coastal Landscapes and Change
Introduction
Our specifications offer an issues-based approach to studying geography, enabling students to explore and evaluate contemporary geographical questions and issues such as the consequences of globalisation, responses to hazards, water insecurity and climate change. The specification content gives students the opportunity to develop an in-depth understanding of physical and human geography, the complexity of people and environment questions and issues, and to become critical, reflective and independent learners.
AS and A Level qualifications that are co-teachable
Centres co-teaching AS and A Level can deliver Area of study 1: Dynamic Landscapes and Area of study 2: Dynamic Places in the first year, allowing students to be entered for the AS at the end of year 12.
Confidence in geographical skills and fieldwork
Content is framed by enquiry questions that encourage an investigative and evaluative approach to learning. We have signposted where and how geographical skills and fieldwork should be embedded in teaching. Our A Level assessment will integrate the assessment of geographical skills with knowledge and understanding.
Holistic understanding of geography
This specification will encourage students to make links between different geographical themes, ideas and concepts through synoptic themes embedded in the compulsory content.
Overview of Area of study 1: Dynamic Landscapes
- Area of study1 is examined on Paper 1 and is worth 50% of the marks at AS Level and 30% of the marks at A Level. The paper is marked out of 90
- All students are required to study Topic 1: Tectonic Processes and Hazards, and either Topic 2A: Glaciated Landscapes and Change or Topic 2B: Coastal Landscapes and Change
- You need to allow roughly 44hours to teach Area of study 1; roughly18 hours to teach Topic 1 and roughly20hours to teach Topic 2, with 6 hours of fieldwork lessons and, in addition, one day of fieldwork. The suggested hours of teaching should be sufficient to teach students the required content and skills for this topic. The allocation of hours does not take into account individual schools’ approaches to delivering the course, revision, school mocks, topic tests or assessment feedback. The suggested fieldwork lessons have been grouped at the end of the Scheme of Work. The themes combine to build up to the last lesson where students are to design their own study. These sets of lessons could be done before studentscomplete a fieldtrip and so they are not included in the normal lessons.
The sample assessment materials can be used for question practice to enable students to build up the confidence and skills as part of their revision and exam practice.
Health and safety
The practical work and fieldwork suggested within the scheme of work are those which we believe are not banned or restricted in any way and are still currently used in most schools and colleges. We advise teachers and technicians to discuss the merits of the suggested practical work and fieldwork when deciding both which will be carried out and how they will be carried out. You may have ideas for practical work and fieldwork which we have not suggested but would work just as well. As with all practical work and fieldwork, a risk assessment is expected as part of good health and safety practice in all centres. Reference to health and safety in the field is made in the specification.
Scheme of Work forTopic 2: Landscape Systems, Processes and Change,
Option 2B: Coastal Landscapes and Change
Coastal landscapes develop due to the interaction of winds, waves and currents, as well as through the contribution of both terrestrial and offshore sources of sediment. These flows of energy and variations in sediment budgets interact with the prevailing geological and lithological characteristics of the coast to operate as coastal systems and produce distinctive coastal landscapes, including those in rocky, sandy and estuarine coastlines. These landscapes are increasingly threatened from physical processes and human activities, and there is a need for holistic and sustainable management of these areas in all the world’s coasts. Study must include examples of landscapes from inside and outside the UK.
Lessons / Learning objectives / Detailed content (vocabulary, concepts, processes, ideas, synoptic themes, place contexts) / Place exemplification / Integrated skills / Teaching resources and synoptic linksEnquiry question 1: Why are coastal landscapes different and whatprocesses causethese differences?
Lesson 1
(1 hour) / Key idea
2B.1 The coast, and wider littoral zone, has distinctive features and landscapes.
Suggested learning objectives
Explain what the littoral zone is.
Describe the various parts of the littoral zone.
Understand the key elements of inputs and outputs into the coastal system.
Skills objective
Understand that the coast consists of distinct zones and there is a variety of different coastal types.
To understand that geology plays a key role in the development of our coastline. / 2B.1a The littoral zone consists of backshore, nearshore and offshore zones, includes a wide variety of coastal types and is a dynamic zone of rapid change.
2B.1b Coasts can be classified by using longer-term criteria such as geology and changes of sea level or shorter-term processes such as inputs from rivers, waves and tides.
Key words
Geology
Littoral zone
Hydrological cycle / UK and global / Starter
Students to write down words that they associate with the coast or different types of coastline that they understand.
Main
Using PowerPoint, show a diagram of the littoral zone (easily googled or from a book). Use different images to portray different parts/types of the coastline and ask students to match these with different explanations on separate cards as to why they can undergo rapid change.
Students to decide in groups using key words how the factors they decided on will affect the coastlines we see (e.g. geology, low-lying land).
Students work in groups to try to come up with ways other than marine processes by which water can enter the coastal system (hydrological cycle, rivers and potentially groundwater).
Plenary
Students produce a pyramid of questions, e.g.
Level 1 – things you have learnt today
Level 2 –things you have been reminded about (that you already knew) today
Level 3 – questions you want an answer to for next lesson.
Save pyramid questions for following lesson.
Resources
–great for pictures/resources and teacher material.
site for coastal processes
Lesson 2
(1 hour) / Key idea
2B.1 The coast, and wider littoral zone, has distinctive features and landscapes.
2B.2 Geological
structure influences the development of coastal landscapes
at a variety of scales.
Suggested learning objectives
To understand that there are many processes at work along our coastlines.
To know that sediment movement and geology play an important role in the landforms created at the coast.
To be able to describe some of the processes involved in the creation of landscapes. / 2B.1bc Rocky coasts (high and low relief) result from resistant geology (to the erosive forces of sea, rain and wind), often in a high-energy environment, whereas coastal plain landscapes (sandy and estuarine coasts) are found near areas of low relief and result from supply of sediment from different terrestrial and offshore sources, often in a low-energy environment.
2B.2a Geological structure is responsible for theformation ofconcordantand discordant coasts.
Key words
Concordant
Discordant
Terrestrial / UK and global / Starter
Given photographs of different coastlines, students decide what were the main processes that created them.
Main
Discussions on how physical factors play a key role in the development of landscapes.
Explanation of PowerPoint examples of high- and low-energy coastlines (this could be done via elements of higher and lower pictures such as Play your Cards Right TV show). Sediment supplies through offshore, onshore and estuarine environments could be discussed with an understanding of the formation of deltas which could be built on later.
Thorough review of how important geology is to coastline development. Teacher may have a supply of rocks for students to touch and examine, determining whether water would erode them quickly or slowly.
Geological maps of places like the Jurassic coast could be used to explain the ideas of concordant and discordant coastlines (idea of wave refraction might be introduced).
Plenary
Shown examples of different coastlines that have rock lithology running in different directions, students must interpret these as either discordant or concordant. (For differentiation these could be difficult to spot as opposed to classic examples). This could be done via a geological map and a photograph of the beach.
Resources
web-blog that helps with basic understanding of key issues
great resource for students to use as online book for whole of AS/A Level
Lesson 3
(1 hour) / Key idea
2B.2Geological
structure influences the development of coastal landscapesat a variety of scales.
Suggested learning objectives
To be able to draw a field sketch with all relevant labelling.
To consider the research and fieldwork that can be done on both concordant and discordantcoastlines. / 2B.2a Geological structure is responsible for theformation ofconcordantand discordant coasts.
Key words
Proxy records
Geomorphology / (3) Fieldsketches of contrasting coastal landscapes.
(6) Map and aerial interpretation of distinctive landforms indicating past sea-level change. / Starter
To review learning from previous lesson, students are shown photographs of different concordant and discordant coastlines and asked which are which and what processes may be involved in their creation.
Main
The importance of concordant and discordant coastlines and how they can be introduced into fieldwork can be shown through the use of field sketches:
Students are shown a photograph and asked to draw it with all the relevant information marked on it. They are asked to annotate all parts and then to discuss with a partner what else may or may not be added.
The teacher can then show the sketches to the whole group and explain what is relevant within the picture and what (such as people, boats etc.) may not be relevant.
Students can then be asked about the relevant fieldwork techniques that could be carried out on the formation of these coastlines (or others you have studied) to assess the potential of these as a fieldtrip.
1. Geological maps.
2. Old proxy records.
3. Wave direction and type.
4. Vegetation cover and geomorphological processes in operation.
5. Human interference.
These are just a few examples of what it is possible to consider,and there are several others.
Lesson 4
(1 hour) / Key idea
2B.2 Geological
structure influences the development of coastal landscapes
at a variety of scales.
Suggested learning objectives
Explain how geology is integral to certain landscape development.
Be able to interpret satellite imagery of coastlines.
Describe different types of coastal morphology. / 2B.2b Geological structure influences coastal morphology: Dalmatian and Haff type concordant coasts and headlands and bays on discordant coasts.
2B.2c Geological structure (jointing, dip, faulting, folding) is an important influence on coastal morphology and erosion rates, and also on the formation of cliff profiles and theoccurrence of micro-features, e.g. caves.
Key words
Haff
Dalmatian
Submergent
Emergent
Morphology / Dalmatian and Haff coasts / (2) Satellite interpretation of a variety of coastlines to attempt to classify them. / Starter
Given a geological map, students decide the type of formation of coast that might appear in the future.
Discuss the possible issues created by geology and sediment at the coast.
Main
PowerPoint might be useful in explaining the formation of both Haff and Dalmatian type coastlines, introduction to the ideas of submergent- and emergent-style coasts and the reasons for these.
Introduction to erosion rates and the formation of cliff profiles by satellite pictures.Students classify these into groups such as emergent or submergent coastlines (more able students can be tested again using pictures which aren’t as obviously one or the other).
Plenary
Key term revision or glossary test to end session.
Resources
good images that might be useful
Lesson 5
(1 hour) / Key idea
2B.3 Rates of
coastal recession
and stability depend on lithology and other factors.
Suggested learning objectives
Explain the importance of geology in the erosion of coastlines.
Evaluate the importance of differential erosion in determining the shape and formation of our coasts. / 2B.3a Bedrock lithology (igneous, sedimentary, metamorphic) and unconsolidated material geology are important in understanding rates of coastal recession.
2B.3b Differential erosion of alternating strata in cliffs (permeable/impermeable, resistant/less resistant) produces complex cliff profiles and influences recession rates.
Key words
Sedimentary rock
Igneous rock
Metamorphic rock
Basalt
Unconsolidated
Lithology
Permeable and impermeable
Recession rate / Varied UK examples including:
Robin Hood’s Bay (sedimentary mudstones)
Holderness (glacial till and chalk)
St Bees (sandstone and glacial till)
Jurassic coastline (various)
Cornish coast (basalt) / (3) Field sketches of contrasting coastal landscapes. / Starter
Starter questions based around what the study subject will be, e.g. What makes some coasts more erodible than others? What dictates the shape?
Main
Introduce the ideas of rock type and rock hardness by showing coastlines from different lithologies. Teacher to explain the concepts of hard v soft and how these can be relative to each other (e.g. limestone is hard next to glacial till but soft next to granite).
Discussion on permeable and impermeable rocks and their impact on a coastline. Students should be able to draw and annotate coastlines with simple but effective geological sketches and well annotated field sketches of landscapes.
Plenary
Write one essay question based on what you have learnt and get another student to answer it.
Resources
fossilhub.org/wp-content/uploads/2013/03/2013_YorksCoast_part1.pdf – great resource on geology of Yorkshire coastline
Geofactsheet 141 and Geography Review for Holderness
jncc.defra.gov.uk/pdf/gcrdb/GCRsiteaccount1943.pdf – another good source for geological information of Yorkshire coast (Robin Hood’s Bay)
local St Bees website about the geology
valuable resource for Jurassic coast
pc University of Liverpool guide to drawing field sketches
Lesson 6
(1 hour) / Key idea
2B.3 Rates of
coastal recession
and stability depend on lithology and other factors.
2B.4 Marine erosion creates distinctive coastal landforms and contributes to coastal landscapes.
Suggested learning objectives
Describe the formation and succession of sand dunes.
Evaluate the variety of temporal elements involved and their importance in shaping our coasts. / 2B.3c Vegetation is important in stabilising sandy coastlines through marsh successional development in estuarine areas.
2B.4 a Different wave types (constructive/destructive) influence beach morphology and beach sediment profiles, which vary at a variety of temporal scales from short term (daily) through to longer periods. (4)
Key words
Constructive and destructive waves
Temporal / (4)Using measures of central tendency to classify waves into destructive and constructive wave types. / Starter
Students describe pictures of coastlines to other students and see if they can interpret a) the rock type, b) whether it is erosional or depositional andc) whether it is high or low energy.
Main
Show students different depositional coastlines such as salt marsh, estuarine, sand dunes and ask if they can decide what physical processes go into making them.
Teacher can then go through the different factors.
Teacher could begin by posing the question ‘what creates sand dunes?’. Students try to decide how they are created or what features they can pick from them, just from personal experience.
Teacher can explain the different factors such as low energy, increased inputs.
Explanation of constructive and destructive waves with exemplification through PowerPointor diagrams of the processes involved and how they influence beach morphology such as berms and other minor beach landforms.
Plenary
Tell me three things you have learnt today and that:
- you have done well
- the group has done well
- you would like to find out more about
- you didn’t know 50 minutes ago.
salt marsh development
USGS on coasts
fascinating website on the Sefton sand dunes on the north west coast.
beach landforms
Enquiry question 2: How do characteristic coastal landforms contribute to coastal landscapes?
Lesson7
(1 hour) / Key idea
2B.4 Marine erosion creates distinctive coastal landforms and contributes to coastal landscapes.
Suggested learning objectives
Understand the main types of erosional processes and the landforms they help to create.
Evaluate the importance of wave type, size and lithology in creating distinctive coastal landforms. / 2B.4b The importance of erosion processes (hydraulic action, corrosion, abrasion, attrition) and how they are influenced by wave type, size and lithology.
2B.4c Erosion creates distinctive coastal landforms (wave-cut notches; wave-cut platforms, cliffs, the cave-arch-stack-stump sequence).
Key words
Hydraulic action
Attrition
Corrosion
Abrasion / Starter
Students consider what processes can cause coasts to recede.
Main
Teacher to go through the main erosional processes: what they do and the landscapes they create.
The class can be split into groups and act out Coastal Kung Fu (this can be googled and found on YouTube).
Teacher to draw out and go through the processes of erosion on headlands; students draw and annotate blank diagrams or do it from scratch.
Different pictures can be used to show theoretical headlands and less obvious ones;more able students could try to interpret why they look as they do and do not follow the theoretical drawing (examples could be taken from Flamborough Head, Jurassic coast (Durdle Door)). Animations can be googled for this as well.
Plenary
Clear all materials and get one student to explain to another exactly how headlands are formed and if wrong the other student should correct and take over.
Lesson 8