1. Comparing the effects of flooding in two contrasting areas of the world. Learning Objectives: To compare and contrast the impact of flooding using examples from more and less developed countries. 21 October 2013 Learning Outcomes: Essential – you will compare the impacts of flooding between two contrasting areas of the world. Stretch – you will contrast how severe the effects were between two contrasting areas of the world. Challenge – you will discuss the effects that cause debate and make make high level links between effects.

2. The flood recurrence interval is used to predict the ………………………… that we can expect floods of a certain …………………………. Local planners and the E………………………… A……………… can then put d…………………… in place that will protect the area for a 1 in 100 year flood as they are in the process of doing in C…………………. However, some people are suggesting that high m………………………… floods are becoming more f………………… and therefore the flood recurrence intervals are changing. Can you think of a global scale issue that might be causing the flood recurrence intervals to change? DEFINITION: Flood Recurrence Interval = the interval at which particular levels of flooding will occur

3. FLOODING CausesImpacts Management strategies Human causes Physical causes Boscastle Bangladesh Magnitude and frequency (helps us calculate risk) Environment Agency helps us locate areas of high risk eg SW and NW England Physical and human causes of flooding – location of areas of high risk in a more developed and a less developed country case study, magnitude, frequency (risk) analysis. Impact of flooding – two case studies of recent events should be undertaken from contrasting areas of the world. Boscastle 2004 Bangladesh 2004 Be able to compare the two and account for differences. Flood management strategies – to include hard engineering – dams, straightening, building up of levees, diversion spillways, and soft engineering – forecasts and warnings, land use management on floodplain, wetland and river bank conservation and river restoration. Hard engineering Soft engineering Must be able to explain examples of each, name some examples and debate which might be most appropriate in given situations.

4. Key points - Did more people die in the more or less developed country? - Which cost more money? - Was it the human or economic costs that were worse for each country? Eg 800,000 ha of agricultural land lost in Bangladesh, this is particularly bad as one of the main forms of employment in Bangladesh is Agriculture.

5. Your Tasks 1.Compare the two flood major events of Southern Britain 2007 and Bangladesh 2004. Divide the impacts up into Social, Economic, Environmental and Political. 2.Note down any information about the responses to the flood (how people have tried to help). Divide these into short term and long term responses. 3.Answer the 15 mark exam question 1.Peer mark the question, using the levelled criteria. 2.Use a highlighter or coloured pen to show the bits they have done well and another colour to mark the bits you think they could improve. 3.Write two things that you think they’ve done well (MAKE IT SPECIFIC TO THE MARK SCHEME!) 4.Write one thing they could have included to improve (MAKE IT SPECIFIC TO THE MARK SCHEME!)

6. 1 (c) Content will depend on case studies used. Flooding may be defined within the answer. There should be clear reference to both economic (those relating to monetary issues – in its broadest sense) and social (those relating to people – their well-being, health). Examples likely to refer to UK, Bangladesh. Economic likely to refer to costs to homeowners, insurance payments, impact on businesses, crops, costs of organising help – to council, government, aid agencies, those involved. Social likely to refer to deaths, homelessness – people displaced and provision for them, impact on state of mind, access to clean water, living conditions. Command is to compare and comment on – so there should be an integral account with similarities/differences drawn out and statement noting scale of similarities/differences, numbers affected, ability to cope, length of time to respond, etc. (15 marks) May 2010

7. Level 1 (1-6 marks) Describes the social and/or economic effects of flooding. Information likely to be generic – case study named only. Some similarities/differences apparent at top end. Separate accounts. Level 2 (7-12 marks) Description of effects of floods is more specific and precise – begins to distinguish between social and economic or this is implicit. Information relates to case studies – ‘rings true’ – some support. Begins to comment – may be tentative/implicit. May be imbalanced to one area and/or category. Similarities/differences are clear. Level 3 (13-15 marks) Precise similarities/differences of effects of flooding – distinguishes between social and economic effect explicitly. A balanced account – of areas and categories. Case studies are used in support – reference to facts/figures. Comment is explicit and perceptive. (15 marks) May 2010

8. Jan 2013 (6 marks)

9. Jan 2013 1 (c) Figure 2 refers to impact on people’s homes, businesses and transport network. Such effects may be seen as social, economic and possibly environmental. There should be an awareness of the different types of impact and these should be supported with evidence from Figure 2. (6 marks) Level 1 (Basic) 1-4 marks Identifies different impacts in text, maybe randomly. Relies heavily on Figure 2. L1 – identifies impacts Level 2 (Clear) 5-6 marks Explicit/clear comment, supported by Figure 2. Is aware of different (types of) impacts – may seek to categorise. L2 – clear comment

10. May 2012 1 (d) Content will depend on case study used. Flooding may be defined within the answer. There should be clear reference to impact on people – likely to be reference to economic (those relating to monetary issues – in its broadest sense) and/or social (those relating to people – their well-being, health) and environmental aspects (such as water supply, transport networks, area covered in water and impact on water cycle). Example likely to refer to UK, Bangladesh, Pakistan. Impact on people – Economic likely to refer to costs to homeowners, insurance payments, impact on businesses, crops, costs of organising help – to council, government, aid agencies, those involved and social likely to refer to deaths, homelessness – people displaced and provision for them, impact on state of mind, access to clean water, living conditions. Impact on environment may refer to scale and nature of area flooded, impact on drainage/sewage systems, roads/bridges, long term implications regarding management, adding alluvium and increasing fertility formation of flood plains and levees. Command is to discuss – so there should be recognition of issues, comment and debate regarding such things as scale, relative severity of flooding, type of impacts that were most apparent, who was affected most, numbers affected, ability to cope, length of time to respond etc. (15 marks)

11. May 2012 Level 1 (Basic) 1-6 marks Describes the effects of flooding – in no particular order. Information likely to be generic – case study named only. No case study or coastal flooding. L1 – describes impact Level 2 (Clear) 7-12 marks Description of effects of floods is more specific and precise. Some reference to people and environment – but may be very imbalanced. Information relates to case study – ‘rings true’ – some support. Begins to discuss and to consider aspects that cause debate or gives comment – may be tentative/implicit. L2 – begins to discuss L2 – reference to case study Level 3 (Detailed) 13-15 marks Description of effects of floods is specific and precise. Some reference to people and environment – greater balance. Specific reference to case study in support of points. Discusses aspects that cause debate and offers comment that is purposeful. L3 – purposeful discussion L3 – specific/detailed case study reference