Although the department has been running a field visit to the North Norfolk coast for many years, this year for the first time we combined with the RS and History Year 8 visit to Walsingham. Fortunately, we were extremely lucky with the weather. Although rain had been forecast, it wasn't until we had started to make tracks for home that the heavens really opened.

Whilst the RS and History party visited the Anglian and Roman Catholic shrines, the Year 9 geographers spent time examining coastal processes and tourism along the coast from Wells-next-the-Sea to Hunstanton. Unfortunately, much of the time was spent on the coach travelling from one place to another. Nonetheless, the group managed to study a good breadth of coastal geography before collecting the party from Walsingham and returning home.

Scheme of Work

Autumn Term

Environmental Concerns

Pupils should recognise why environmental concerns are warranted. Study the work of organisations who care for the environment (National Trust, RSPB etc.) and understand why wildlife needs protection.

Key Geography: Connections - pp 48-61.

Wilderness Areas – Antarctica

Understand the concept of ‘wilderness area’. Investigate Antarctica as one such area which needs protection. Study the climate of Antarctica and recognise the value of the Antarctic ice in providing clues about the climates of the past. Appreciate the threats to the Antarctic environment of resource exploitation and tourism.

Separate workbooks are available which cover Antarctica. Video tapes on Antarctica: 14/5 (climate and wildlife),

Energy Resources

Recognise the division non-renewable and renewable resources.  Know how coal, oil and natural gas are formed (geological processes). Investigate the consequences of the acquiring energy resources on the environment.. Make a case study of the effects of the oil industry on the environment (video tape 57/3 - oil spillage off the coast of West Wales).

Acid Rain and Global Warming

Understand how electricity is generated and the environmental damage resulting from some thermal power stations. Pupils should know about the causes and consequences of acid rain and global warming. Pupils may undertake a vegetation/lichen survey in the local area to evaluate the extent of atmospheric pollution.

Video tape 43/4 is probably the best for introducing the topic of global warming. Key Geography: Interactions - pp. 36-37.

Note: Pupils should only learn the general principles of global warming. The regional variations and possible cooling of the British Isles claimed by some should not be considered at this level.

Spring Term

Problems facing Coastal Areas – Coastal Management

Recognise that sea-level rise is a cause of concern in some areas (east coast of Britain, large ports and Pacific island states). Understand the causes of sea-level rise and study the attempts at controlling it (Thames flood barrier). Examine the east coast floods of 1953.

Video tape 28/6 examines the link between global warming and sea-level rise. Video tape 35/6 examines the consequences of the 1953 floods on the Norfolk coastline.

Recognise the threat of coastal erosion. Study the Holderness coast, understanding the cause of the fast rate of coastal erosion in this context and the consequences of sea defences at Mappleton. Study, through fieldwork, coastal management along the Norfolk coastline.

Geography Today 2: Chapter 2 (Holderness and coastal management). Video tapes 66/3 (erosion of the Holderness coast), 38/4 (the future of Spurn Head). There are numerous worksheets which can be used to support this topic; the Geography Today series worksheets are probably the best. Video tapes 35/8 and 42/3 examine coastal management on the Norfolk coast.

The Management of River Systems

Understand the causes of river floods. Make a case study of how a river flood affected human settlements and industry (this could include the Northampton floods of 1998 or the Rhine floods of 1995).

Water supply and demand issues in the UK. Management of rivers and aquifers for water supply. Causes and consequences of summer drought in the UK.

Key Geography: Foundations - pp. 32-35 or People and the Physical Environment Chapter 13. Video tape 64/2 examines the Rhine floods.

Tourism

Recognise tourism as being an industry and that tourism can cause many problems. Pupils should pay particular attention to the impacts of tourism on the natural environment. Make a detailed study of National Parks recognising  both the aims of a National Park and that conflicts exist within them.

Study the development of tourism within Europe, paying particular attention to mountain and ski resorts. Again, the effects of ski resorts on the natural environment should be emphasised.

Key Geography: Interactions - pp. 38-53, omitting pp. 48-51. Video tape 8/4 examines the environmental damage caused by tourism and is useful in introducing the topic. Video tape 26/10 contains excerpts examining the impact of tourists on the natural environment. Video tape 67/5 focuses on Snowdon and may be used when mountain environments are being considered.

Summer Term

Soil

Soil as a natural resource. The components of soil – air, water, organic matter and mineral matter. Typical soil profile (O,A,B,C horizons). Differences between brown soil and podzol. The importance of texture and the differences between sandy, loam and clayey soils.

Types of soil erosion (sheet and gullying) and the causes of soil erosion. Measures to reduce soil erosion.

Key Geography: Interactions pp. 30-35. Pupils can study two areas of contrasting soil in the school grounds – and test for differences in pH, texture and organic content. Apparatus for simulating erosion processes is available in C4.

Natural Hazards

Optional – non-examined topic. Can be introduced at the end of the summer term depending on the timing of exams.

Definition of natural hazards and examples. Pupils may undertake investigative work on any one of the following hazards – volcanic eruption, earthquake, avalanche, landslide, tornado, tsunami etc. The  investigation can be internet-based, but must be written up in the pupils’ own words.