Welcome to A Level

Why choose Geography?? Might already be a subject you enjoy. Might just seem interesting. Might just be your future! Geography is about exploring and understanding both the natural and human world we live in. It covers a broad range of themes and topics, always looking at how our actions interact with and thus change and shape the planet we call home. At LPGS "In Geography we expect every student to progress". Must have:- Grade B in Geography or History, English, Math's and Science.

Basic requirements B in Geography (or History), English, Maths and Science. Attendance to all lessons Completion of Guided learning packs Good attitude to staff and course. Revision and reading around the topics.

Key Skills you can develop for the workplace and Higher education Communication Thinking and listening skills Group work Presentation ICT GIS and Mapping Fieldwork Data analysis Report writing

Course structure EdExcel A Level 4 sections 3 exams all in year 13, 2 topic specific and 1 based on synoptic element with theme chosen by the exam board in year 13. 1 coursework element in the form of an independent investigation

Futures and uncertainties Year 12 Tectonic and hazards Coastal landscapes and change Water cycle and water insecurity Carbon cycle and energy security Globalisation Diverse Places Year 13 Super powers Global development and connections- Health and Human Rights Key topics of study Key Players Attitudes and actions Futures and uncertainties Topic of study

Fieldwork experience To be eligible for the examinations you have to have 4 days minimum of independent and guided fieldwork experience. To help with this the following potential educational visits are on offer:- Swanage – TBC 2018/19 (cost and numbers dependent) Barcelona– TBC 2018/19 (cost and numbers dependent) Iceland- March 2019 (cost and numbers dependent) London days July 2018 In addition to this you are encouraged around your independent investigation to undertake your own data collection (under approval and guidance from your teacher) .

Further Information For further information please speak to the Head of Department Mr Lutz. JL@Lpgs.Bromley.sch.uk

Example Lesson Content

Perceptions and Management L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Perceptions and Management Starter- (4 Marks) – despite the risks people continue to live near Mount Vesuvius, using the diagram to help suggest why?

Marking L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Marking

Why do people accept the risk? L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Why do people accept the risk? Hazards are unpredictable Level of risk may have increased since they moved there Accept hazards as an inevitable possibility Benefits of living there outweigh the hazards cost Unable to move elsewhere for social, economic, cultural or political reasons. FATALISM – accepted as a natural part of life

Hazards From the list decide if they are a natural hazard or not? L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Hazards From the list decide if they are a natural hazard or not?

L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Natural Hazards Define the term natural hazard. Simple- An event in nature impacting on humans. Detailed- An event in nature affecting human life, economic damage or environmental degradation. List some examples of natural hazard types.

Natural Hazards groupings L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Natural Hazards groupings We can further subdivide hazards down for the purpose of studying connections. Hydro- Meteorological Geophysical What do you think they mean? Caused by running water or the weather. Caused by Earth processes e.g. tectonic, geomorphic.

Match them up! Complete the table below L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Match them up! Tornadoes Hurricanes Volcanoes Tsunami Earthquake Ice Age Wildfire Avalanche Lightning strikes Landslides Meteorites Flash flooding Large hailstones Blizzard Complete the table below Hydro- meteorological Geophysical Other

Disaster L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Disaster But when does a natural hazard become a disaster? Vulnerable population Hazardous geophysical Event Disaster

L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Disaster Risk How can we work out an areas disaster risk mathematically? Disaster Risk = Hazard X Vulnerability Capacity What does this mean? Hazard vulnerability = the capacity of people to anticipate, cope with, resist and recover from a hazard event.

Let’s explore the evidence. L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Let’s explore the evidence. Describe the pattern of the graph.

Compare L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Compare

L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Impacts and damage Describe the patterns. Explain why these levels might be on the increase.

Locality Describe and explain the link between number and impact. L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Locality Describe and explain the link between number and impact.

Windstorms seem to be the biggest factor… why? L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Windstorms seem to be the biggest factor… why? Looking at the data it seems windstorms are the biggest hazard to cause damage and loss of life. Explain why this might be the case?

Hazards and vulnerability L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Hazards and vulnerability Describe the pattern of the graphs. Explain why you think Asia and Europe account for the highest levels of people killed by the natural disasters.

L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Disaster Risk How can we work out an areas disaster risk mathematically? Disaster Risk = Hazard X Vulnerability Capacity What does this mean? Hazard vulnerability = the capacity of people to anticipate, cope with, resist and recover from a hazard event.

L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. How do places compare? From the data which areas look to be a disaster? Why might the capacity be higher in the USA?

L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Let’s compare “Investigate the Earthquake events and assess to what extent they could be classed as a disaster event.” For the USA events why might they not be classified? Explain the strategies/methods in place to reduce this despite the level of earthquake. Mark scheme Classification as a disaster event (using equation) USA compared impacts USA methods/capacity explored

Let’s assess. Assess your partners answers- scores out of 15. L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Let’s assess. Assess your partners answers- scores out of 15. Classification as a disaster event (using equation) USA compared impacts USA methods/capacity explored Success Criteria- A*-B- analyses and evaluates the information given. (12-15) C-D- some analysis of the issues (7-11) E-U- communicates broad findings. (6 and below)

L/O – to explore perceptions of natural hazard events. Success Criteria: A*/A- Evaluate perceptions of hazard vs disaster. Reflection How can two areas of similar geophysical risk result in different level of disaster rating? (6 Marks)