Cold environments A level.

Rivers, floods and management A level.

Carry out:
– At least one group investigation and one independent investigation into a geographical question or issue.
– Fieldwork to observe and investigate real places and processes.
Ask and answer the questions:
– What are the features, the processes and patterns of this place/environment and why do they occur?
– How and why is this place/environment changing? What might happen next, in the short/long term and why?
– How and why is this place/environment/feature connected to and interdependent with other places/environment/features?
– How do environments and people interact?
– How can changes be sustainable and why is it important for this place/environment?
– What are the geographical issues for people living in this location?
– How and why do people’s views on issues differ and what do I think? How can my actions and those of other people make a difference?
Locally, nationally and globally? KS3.

1. Identify and establish sequences of questions for investigation, e.g. What are the processes? How can people manage these processes? What are the issues? What decision would I make?
2. Observe, measure, extract and record data through carrying out practical investigations and fieldwork and using a variety of secondary sources, e.g. carry out land use mapping, use GIS.
3. Analyse and evaluate ideas and evidence, answer questions and justify conclusions, e.g. analyse trends over time, evaluate causes. KS3.

Study the physical world: the processes and landforms of coasts or rivers. KS3.

1. Describe and explain physical and human features, e.g. the features of a river, characteristics of economic activity.
2. Explain the causes and effects of physical and human processes and how the processes interrelate.
3. Explain how and why places and environments change and identify trends and future implications. KS3.

1. Locate places and environments using globes, atlases, maps and plans, e.g. use six-figure grid references, OS 1:25,000 and 1:50,000 maps, and internet/satellite imagery.
2. Use maps, plans and imagery of different types and scales and ICT to interpret and present locational information, e.g. use relief maps, satellite images, GIS, draw sketch maps.
3. Explain the spatial patterns of features, places and environments at different scales and how they are interconnected, e.g. local traffic flows, global population density. KS3.

– Where is this place/environment? What is it like and why? What is happening and why?
– How is this place the same as or different from other places/environments and why? Is it always the same? Why is it changing?
– How have people affected this place/environment? How can I and other people look after this environment? KS2.

1. Observe and ask questions about a place, environment or a geographical issue, e.g. Why does it flood? How and why is our village changing?
2. Measure, collect and record data through carrying out practical investigations and fieldwork, and using secondary sources, e.g. use instruments to measure rainfall, use GIS, design questionnaires. KS2.

1. Identify and locate places and environments using globes, atlases, and maps, e.g. use co-ordinates and
four-figure references.
2. Follow directions, estimate and calculate distances, e.g. follow map and ground routes, calculate map-to-ground
distances.
3. Use maps, imagery and ICT to find and present locational information, e.g. draw sketch maps using symbols and keys. Interpret maps, and photographs including oblique, aerial and satellite images. KS2.