6th Form Transition: Bridging the Gap KS4 – KS5

A Level Geography

Week Guidance / Instructions Submitted assessed task

Submission date

1: 1st June

Task 1 Key Terms: Make a key word glossary outlining the definitions provided.Task 2 Prisoners of Geography: Listen to the indicated podcast from the Royal Geographical Society and answer the 14 questions related.

Task 3 The Water cycle: Complete the gaps in the table using the words provided.Task 4 The Carbon Cycle: Watch the BBC documentary linked in the booklet and answer all related questions.

Task 5 The Carbon Budget: Read the Geography Review article above about the global carbon budget and answer the questions outlined.

Key-word Glossary.

Answers to questions 2a-n.

Completed table.

Answers to questions 2,3 4a- q.

Answers to questions 5a-v.

5th June

2: 8th June

Task 6 Global Systems and Global Governance: Read the relevant websites/articles and answer all 4 questions.

Task 7 Transnational Corporations: Select a TNC and answer the 11 questions specified.

Answers to questions 1,2,3,4.

Answers to questions 5a-k.

12th June

3: 15th June

Task 8: Changing place: Answer all 6 questions, drawing on the linked resources for questions 5 and 6.

Task 9 Gentrification: Read the article on Grenfell tower and answer the 12 questions that follow.

Answers to questions 1-6.

Answers to questions 7a-I.

19th June

4: 22nd June

Task 10 Coastal Systems and Landscapes: Read/watch the linked material and answer the 16 questions outlined. Task 11 Hazards: Listen to the Esther Eidinow podcast and answer the questions outlined. Task 12 Wildfires: Complete the table using information from the linked websites. Task 12 Populations: Complete the table and answer the questions while using the resources podcast and documentary resources provided.

Answers to questions 1,2a-p.Answers to questions a-v. Completed table of information. Answers to questions 1-3 and completed table on Migration.

26th June

Current STAC student offer holders: assessed work must be submitted to Ms. Malam: at N.Malam@stac.southwark.sch.uk

External student offer holders: assessed work must be submitted to: SixthForm@stac.southwark.sch.uk

Year 11 Bridging UnitsA-level Geography

Summer 2020

St Thomas the Apostle College

Overview:

During your Geography course you will acquire and apply knowledge and understanding of physical processes through the study of places and environments and also develop an understanding of the inter-relationships between people and their environments. You will learn to appreciate how places, environments and issues change and how people respond to these changes. You will also understand how decisions are made about the use and management of environments and resources. You will learn to and develop your own values and attitudes in relation to relevant, current global issues.

Exam Board: AQA

Paper 1: Physical geography

Section A: Water and carbon cycles Section B: Coastal systems and landscapes Section C: Hazards

Written exam: 2 hours 30 minutes 120 marks 40% of A-level

Paper 2: Human geography

Section A: Global systems and global governance Section B: Changing Places Section C: Population and the environment

Written exam: 2 hours 30 minutes 120 marks 40% of A-level

Geography fieldwork investigation

You will complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content. The primary data collection will be conducted on your four-day residential field trip to Devon during the summer of Year 12.

3,000-4,000 words 60 marks 20% of A-level Marked by teachers and moderated by AQA

Introduction to A-level Geography

1. Make a key word glossary outlining the definitions to the following key terms.

Key Term DefinitionTrend

Conflict

Globalisation

Inequality

Strategies

Dynamic equilibrium

Mitigation

Threats

Interdependence

Rebranding

Risk

Implications

Resilience

Sustainability

Feedback

Sustainability

Processes

Systems

A conversation with Tim Marshall, author of Prisoners of Geography.

2. Listen to the following podcast from the Royal Geographical Society and answer the following questions. You may need to research some of these questions further.

https://www.rgs.org/schools/teaching-resources/a-conversation-with-tim-marshall/

a. Do you think technology will overcome some of the geographical problems we experience in the

world today?

b. Why do you think the Himalayan mountain range prevented war between India and China?

c. How do you think the Sahel and Sahara may have restricted development across the north of

Africa?

d. Why do you think the Amazon underpins Brazil’s economy?

e. How might isolation help a country to develop?

f. How do waterfalls affect trade along rivers?

g. What does ‘Eurocentric’ mean?

h. Why do you think education is so important in a country developing?

i. Why is the north of Nigeria predominately Muslim, and the south Christian?

j. Why will oil not solve all of Lagos’s problems?

k. What do you think ‘resource curse’ might be inflicted upon Democratic Republic of Congo?

l. What corridor has South Africa constructed and why?

m. Why has Mali experienced an insurgence?

n. How many people are displaced across the region and what may happen to these people in the

future?

Unit 1: Water and Carbon

The Water Cycle

1. Complete the gap fill below to explain how human activity is impacting the water cycle.

Deforestation Soil drainage Water abstraction

Tropical rainforests in __________ America generate more than a __________ of the world’s river discharge.

As there is rapid development due to demand for beef and sugar cane, ___% of the rainforest has been converted.

When forests are removed, the new vegetation has smaller leaves which means less water is used, there is less _______________ and more surface runoff, leading to __________.

Decrease in soil water __________.

Removes access water from the soil through pipes below the surface when the water _______ is high.

It is a very expensive system but good for poorly _______ soils as it can _______ yields – In Ohio, for every dollar spent on drainage the grower got back $1.20-$1.90.

However, this increase through flow so __________ lag time which can lead to flooding.

Top soil can be ________ and prone to wind __________.

Water from fields can find its way into local watercourses which increases algae growth due to nitrates, this causes an ___________ in the ecosystem.

This happens when the demand for water is to high – low ___________ and _______ population or in an area with intense _____________.

Water is pumped from the ground which decreases the _______ table, empty wells and _____________ of salt water into the sea – In Malta, groundwater can no longer be used for ______________ or irrigation due to being contaminated with sea water. The country has resorted to _______________ using plants.

Rivers become dry and less ___________.

___________ activities are unlikely.

London – During the 20th century, the aquifers were exploited due to ___________________, leading to London dropping 88m below sea level.

The Carbon Cycle

Word bank:

agriculture imbalance reliable consumption tourism rainfall increase water table high erosion storage

deindustrialisation decrease evapotranspiration 10 flooding desalination dry quarter

south drained intrusion

Study the image below which shows the components of the carbon cycle.

2. Which sources contributing to the enhanced greenhouse gas emissions are ‘natural’ and ‘human’?

3. Why will it be difficult to limit global temperature increase to less than 2 °C?

The Amazon Rainforest

4. Watch the BBC documentary and answer the questions:

Meat: A threat to our planet - www.bbc.co.uk/iplayer/episode/m000bqsh/meat-a-threat-to-our-planet

a. What is the Amazon known as? Why?

b. Why are the trees important globally?

c. How many cattle does Brazil have?

d. Where do Brazil export cattle to?

e. What NGO play a vital role in saving the rainforest?

f. What are the impacts of deforestation?

g. How has the causes of deforestation changed?

h. Why is it difficult to manage deforestation rates?

i. What deforestation technique is used?

j. How big is the Amazon?

k. How much of the Amazon has been lost due to deforestation?

l. How does deforestation affect the global climate?

m. How much of the rainforest has been cleared?

n. Why is the president to blame?

o. How much rainforest was lost during the summer?

p. What species live in the Amazon?

q. How is deforestation leading to the threat of extinction of harpy eagles?

The global carbon budget

5. Read the Geography Review article above about the global carbon budget and answer the questions below.

a. Define the term ‘natural carbon sink’.

b. Define the ‘carbon cycle’.

c. Define the carbon budget.

d. What happened in 2015 that ensured countries were reducing their C02 emissions?

e. What does ‘IPCC’ stand for?

f. What do the IPCC estimate carbon emissions must reach in order to stay below a 2°C increase?

g. Using Figure 1, explain how carbon dioxide concentrations have changed.

h. How much CO2 has burning fossil fuels and cement production released over the last decade?

i. Why has CO2 emissions from burning fossil fuels and cement production risen?

j. Why are both NEEs and HICs to blame for the increasing carbon emissions?

k. Using Figure 2, analyse the causes and impacts of the changing carbon cycle.

l. How much anthropogenic carbon has been emitted since pre-industrial times?

m. Why have carbon emissions not reached 500ppm?

n. How do plants take in CO2?

o. Identify the two carbon sinks.

p. How much carbon has the land taken up in the last decade?

q. How much carbon has the ocean taken up in the last decade?

r. Outline the positive feedback system for increase CO2 and plant growth.

s. Why might plant growth slow down in the future?

t. How much carbon is currently emitted each year?

u. Outline three solutions to reducing CO2 emissions.

v. Explain why natural carbon sinks are important when offsetting emissions.

Week 2: Unit 2: Global systems and global governance

1. Globalisation is a process by which national economies, societies and cultures have become increasingly integrated through the global network of trade, communication, transportation and immigration. In contrast, glocalisation produces goods that are adapted to local markets. How does the cartoon image below illustrate glocalisation?

2. Look at the following two websites, about underwater fibre optic cables and marine traffic. How do they both show a world that is connected? What are the ‘flows’ that connect place, both here and in other examples that you can think of?

https://www.reddit.com/r/MapPorn/comments/b88cyg/all_the_underwater_fiber_optic_cables_that/?utm_content=buffer84b2c&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer

https://www.marinetraffic.com/en/ais/home/centerx:-1.5/centery:50.8/zoom:6

3. Countries around the world are increasing their global dominance. What is China’s ‘belt and road’ initiative? Read the following article and summarise its main points below.

https://www.theguardian.com/cities/ng-interactive/2018/jul/30/what-china-belt-road-initiative-silk-road-explainer

4. Changing global circumstances can mean relations between countries begin to break down. What is the trade war between the USA and China all about? Read the following article and summarise its main points below.

https://www.bbc.co.uk/news/business-45899310

A case study of a Transnational Corporation (TNC), e.g. Coca Cola, Nike, Apple.

5. Select any one TNC and research the following questions.

a. What type of products are made?

b. Where did the TNC originate?

c. Why do you think the TNC is located in a developed country?

d. How long has the TNC been in operation for?

e. How many people does the TNC employ?

f. What element of the business is in each country e.g. research and design, manufacturing,

finance?

g. Why do you think the TNC has located in these countries?

h. How are these people treated and in what conditions do they work in?

i. How does the TNC advertise and promote its product?

j. Where is the profit concentrated in the world?

k. How do you think your TNC may change in the future?

Week 3: Unit 3: Changing Places

The graph below shows the relationship between intensity of experience and depth of attachment to a place.

1. How does our sense of place change as we grow up?

2. Another way in which Geographers think about place is in terms of those that are privately owned or open and accessible to the public. Look at the images below. Do you think they are privately or publicly owned? Why?

3. Topophobia describes places that we’re afraid of. Could your perception of a topophobia place ever change, and if so, why?

4. Listen to the song ‘New York’ by Alicia Keys: https://www.youtube.com/watch?v=BT4RlDl7z3w a. What is her perception as New York as a place? How do you know this?

b. Is her perception realistic or reliable? Why?

5. Read this article from the Guardian newspaper: https://www.theguardian.com/cities/2019/nov/29/rubbish-seaside-a-backhanded-love-letter-to-urban-britain

a. Choose one of the postcards and explain what it shows.

b. Is this view fair/realistic/useful?

6. Watch this 18 minute TED talk about place representation: https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/up-next?language=ky What is the message that the presenter is trying to give?

Gentrification and Grenfell Tower

7. Read the Geography Review article above on the Grenfell Tower and answer the questions below.

a. When were the Grenfell Tower fires?

b. How many people were killed in the Grenfell fire?

c. Where are the Grenfell Towers located?

d. Define the term gentrification.

e. Who first studied gentrification?

f. What areas have already been gentrified in the UK?

g. Define the term ‘place remaking’.

h. Outline the positive feedback system in terms of gentrification.

i. Which areas are targets for gentrification?

j. Outline the impacts of gentrification.

k. Define the term ‘hyper gentrified’.

l. To what extent was gentrification to blame for the Grenfell fire?

Week 4: Unit 4: Coastal systems and landscapes

Sea levels around the world are rising, causing flooding to low lying coastal areas. Bangladesh is one of the worst affected countries in the world.

1. Using the map above, describe how the physical geography of Bangladesh may contribute towards the extensive flooding it experiences.

2. Read the following article about sea level rise form the National Geographic, and also watch the Channel 4 news clip.

https://www.nationalgeographic.com/environment/global-warming/sea-level-rise/

https://www.youtube.com/watch?v=I9yJ7K_3n50

a. What are the three main human causes of sea level rise?

b. What are the names of the two major rivers that have caused flooding in Bangladesh?

c. What is a ‘delta’?

d. Why else may Bangladesh particularly vulnerable as a country?

e. Why have families built a low mud wall?

f. Why does Bangladesh have fertile soil along its rivers?

g. What is the main concern that families are worried about?

h. How many people in Bangladesh live just above sea level?

i. What crops do they grow in Bangladesh?

j. What do the local people want the government to do?

k. What water is the only water that is safe to drink?

l. How are farmers learn to adapt to the increased saline conditions?

m. What diversification of agriculture have farmers adopted?

n. How else can Bangladesh adapt to the threat of sea level rise?

o. Where are the people in Bangladesh increasingly moving to?

p. What problems does this migration present?

Unit 5: Hazards

1. Listen to the podcast with Professor Esther Eidinow about hazard perception and environmental risk and answer the questions below:

https://www.rgs.org/schools/teaching-resources/how-do-we-talk-about-environmental-risk/

a. What three factors impact our understanding of environmental risk?

b. How does environmental risk reshape the world we live in?

c. Why is learning about environmental risk important?

d. Define ‘environmental risk’.

e. What quantitative factors are considered in the term environment risk?

f. Define the term 'socially constructed'.

g. What factors affect the way we view a hazard?

h. How does the role of fate, luck and fortune play out in the idea of risk?

i. We currently live in a scientific society, what does this mean?

j. Why do some people believe we cannot always take action against events?

k. What do researchers mean by 'narratives'?

l. In the past, how was environmental risk been portrayed in narratives?

m. Adam Burgees studied the emergence of the term 'environmental risk’, how was the term

viewed in the USA in the 1960's?

n. Why are narratives powerful in shaping responses to environmental risk?

o. How do narratives in Ancient Greece portray environmental risk?

p. How has the ‘blame’ for environmental risk changed over time?

q. Why is looking back through time important when studying risk?

r. What do most people respond to during a natural hazard?

s. What risk did Karen Henward study? What were her findings?

t. How does the role of fate, luck and fortune shape hazards and risk?

u. What do the words 'fate, luck and fortune' translate to in modern day society?

v. Why are public narratives not entirely reliable?

Wildfires

In Geography it is important that we have exemplification – evidence to support what we are saying. It is important therefore that you are able to research effectively.

2. Use the links given and your own research to help you create a fact file for the recent 2019/2020 Australian Wildfires.

Useful linksEvent details – Location / time www.rfs.nsw.gov.au Causes www.bit.ly/800years

http://bit.ly/underlyingcauses http://bit.ly/firestormsConversation www.bit.ly/IODvideounderstanding http://bit.ly/lightningQueensland

Preparation – Warnings / Infrastructure

www.rgs.org/schools/teaching-resources/australian- wildfires-why-live-in-fire-prone-areas/

Impacts http://bit.ly/criticallyendangered http://bit.ly/BBCsmoke http://bit.ly/ashwater http://bit.ly/fivepillareconomy http://bit.ly/250carbon www.theguardian.com/news/audio/2020/jan/09/its-

unimaginable-the-australian-bushfires

Responses http://bit.ly/fireresponses http://bit.ly/Americansarrive http://bit.ly/fireplanadvice http://bit.ly/firecontrolledburn

Analysis – Your own opinion, were Australia prepared? Were the responses effective? Could there have been less damage? Were the wildfires avoidable?

3. Use your research to complete the table below about the Australian Wildfires 2019/2020

Event details

Causes

Preparation

Impacts

Responses

Analysis

Unit 6: Population and the environment

1. What is the current global population?

2. What are the three most populous countries in the world?

cO3. Epidemiological transition refers to the changes in the pattern of mortality (death) and morbidity

(state of being ill or diseased) as a country experiences social and economic development. It states that LICs (developing countries) experience more communicable diseases (infectious diseases), whilst HICs (developed countries) experience more non-communicable diseases (non-infectious diseases).

Give five examples of diseases that are communicable and five that are non-communicable.

4. Watch the following podcast. Why did unprecedented migration occur across the migration in 2015? Add to the table below.

https://www.rgs.org/schools/teaching-resources/mediterranean-migration-crisis/

5. Watch the first 18 minutes of the documentary from Simon Reeves about migration across the Mediterranean. Add to the table below.

https://www.bbc.co.uk/iplayer/episode/b0bqn4g1/mediterranean-with-simon-reeve-series-1-episode-4

Migration Advantages for the source country Disadvantages for the source country

Advantages for the host country Disadvantages for the host country

Suggested reading list:

Prisoners of Geography Tim Marshall

Splitting the world into 10 distinct regions suggests our key political driver continues to be our physical geography. It includes why China and India will never fall into conflict. One of the best books about geopolitics you could imagine!

Factfulness Hans Rosling

A radical new explanation of why we systematically get the answers to questions about development, revealing ten instincts that distort our perspective. Sweeps aside our worst instincts and makes the world a sunnier place.

The Almighty Dollar Dharshini David

Follows $1 from a shopping trip in Texas, via China’s central bank, Nigerian railroads, the oilfields of Iraq and beyond to reveal the complex relationships of our new globalised world.

Suggested documentaries to watch:

The following are all available on iPlayer.

David Attenborough Box Sets – there are 9 amazing boxsets available.

https://www.bbc.co.uk/iplayer/search?q=david+attenborough

The Americas with Simon Reeve. Simon Reeve’s latest series was excellent, and it is hard to pick one episode to watch. However, in this episode you will learn about some of the threats to our water supplies.

https://www.bbc.co.uk/iplayer/episode/m0009tvs/the-americas-with-simon-reeve-series-1-episode-3

Australia with Simon Reeve. In this episode Simon Reeve explores some of the impacts that people are having on the environment of Australia with a look at the Great Barrier Reef.

https://www.bbc.co.uk/iplayer/episode/b021ncc4/australia-with-simon-reeve-episode-2

Suggested podcasts to listen to:

Forests and the carbon cycle

https://www.rgs.org/schools/teaching-resources/forests-and-the-carbon-cycle/

Diverse places and the high street

https://www.rgs.org/schools/teaching-resources/diverse-places-and-the-high-street/

How is place-attachment and belong managed in refugee re-settling?

https://www.rgs.org/schools/teaching-resources/how-is-place-attachment-and-belonging-managed-in-r/

Lagoon wetland systems and sea level rise in Ghana

https://www.rgs.org/schools/teaching-resources/shoreline-change-and-sea-level-rise-in-ghana/

Hazards and volcanic gas emissions

https://www.rgs.org/schools/teaching-resources/hazards-and-volcanic-gas-emissions/

Australian wildfires: why in fire prone areas and how do people cope?

https://www.rgs.org/schools/teaching-resources/australian-wildfires-why-live-in-fire-prone-areas/

How is internal migration changing cities?

https://www.rgs.org/schools/teaching-resources/how-is-internal-migration-changing-cities/

Population and environmental change in Venice

https://www.rgs.org/schools/teaching-resources/population-and-environmental-change-in-venice/