3.1.3.1 Coasts as natural systems
The concepts of landform and landscape and how related landforms combine to form characteristic landscapes.

Learning outcomes
This lesson will help students to understand:

• The importance of coasts in both physical and human environments.
• How coastlines can have many different characteristics that make up the coastal landscape.

Suggested timing
1 hour

3.1.3.1 Coasts as natural systems
Systems in physical geography: systems concepts and their application to the development of
coastal landscapes - inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium. The concepts of landform and landscape and how related landforms combine to form characteristic landscapes.

Links with other units

3.1.1.1 Water and carbon cycles as natural systems
Systems in physical geography: systems concepts and their application to the water and carbon cycles inputs - outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium.

Learning outcomes
This lesson will help students to understand:

• What the coastal system is and how it relates to other Earth systems.
• What the inputs, outputs, stores and flows/transfers of coastal systems are.
• How positive and negative feedback change coastal systems and the concept of dynamic equilibrium.

Suggested timing
2 hours

3.1.3.2 Systems and processes
Sources of energy in coastal environments: winds, waves (constructive and destructive), currents and tides. Low energy and high energy coasts.

Learning outcomes
This lesson will help students to understand:

• The different sources of energy found in coastal environments.
• How wind impacts wave types and coastal processes.
• The differences between constructive and destructive waves.
• The different characteristics of low and high energy coasts.

Suggested timing
2 hours

Systems in physical geography: systems concepts and their application to the development of
coastal landscapes - inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium.

3.1.3.2 Systems and processes
Sources of energy in coastal environments: winds, waves (constructive and destructive), currents and tides. Low energy and high energy coasts. Sediment sources, cells and budgets.

Learning outcomes
This lesson will help students to understand:

• How sediment cells (littoral cells) operate at the coastline and impact coastal systems.
• Where sources of sediment originate and contribute to the coastal system.
• What a sediment budget is and how it can be used to predict the changing shape of a coastline over time.

Suggested timing
2 hours

3.1.3.2 Systems and processes

• Geomorphological processes: weathering, mass movement, erosion, transportation and deposition.
• Distinctively coastal processes: marine: erosion - hydraulic action, wave quarrying, corrasion/abrasion, cavitation, solution, attrition; transportation: traction, suspension (longshore/littoral drift) and deposition; sub-aerial weathering, mass movement and runoff.

Learning outcomes
This lesson will help students to understand:

• How weathering, erosion, transportation and deposition processes form coastal landscapes.
• Different types of mass movement occur in coastal environments, changing the coastal landscape.
• How geomorphological processes work together to form coastal landscapes.
• Distinctive marine processes form coastal landscapes.
• Coastal landscapes are dynamic due to marine processes.

Suggested timing
2 hours

3.1.3.3 Coastal landscape development

• This content must include study of a variety of landscapes from beyond the United Kingdom (UK) but may also include UK examples.
• Origin and development of landforms and landscapes of coastal erosion: cliffs and wave cut
• platforms, cliff profile features including caves, arches and stacks; factors and processes in their development.
• Recent and predicted climatic change and potential impact on coasts.
• The relationship between process, time, landforms and landscapes in coastal settings.

Learning outcomes
This lesson will help students to understand:

• How coastal morphology contributes to the formation of coastal landscapes
• How coastal erosion forms cliffs and wave-cut platforms. The factors that affect the cliff profile and its rate of retreat
• The different features of a cliff profile - caves, arches and stacks and the factors in their development over time.

Suggested timing
2 hours

3.1.3.3 Coastal landscape development

• This content must include study of a variety of landscapes from beyond the United Kingdom (UK) but may also include UK examples.
• Origin and development of landforms and landscapes of coastal deposition. Beaches, simple and compound spits, tombolos, offshore bars, barrier beaches and islands and sand dunes; factors and processes in their development.
• Estuarine mudflat/saltmarsh environments and associated landscapes; factors and processes in their development.
• Recent and predicted climatic change and potential impact on coasts.
• The relationship between process, time, landforms and landscapes in coastal settings.

Learning outcomes
This lesson will help students to understand:

• The factors that affect the rate of deposition.
• How coastal deposition leads to the formation of different landforms.
• The characteristics and formation of landforms of deposition.
• The factors and processes in the development of mudflats and saltmarsh environments.
• How landforms of deposition change over time.

Suggested timing
3 hours

3.1.3.3 Coastal landscape development

• This content must include study of a variety of landscapes from beyond the United Kingdom (UK) but may also include UK examples.
• Eustatic, isostatic and tectonic sea level change: major changes in sea level in the last 10,000 years.
• Recent and predicted climatic change and potential impact on coasts.
• The relationship between process, time, landforms and landscapes in coastal settings.

Learning outcomes
This lesson will help students to understand:

• The reasons why sea-levels change - eustatic, isostatic and tectonic changes.
• How sea-levels have changed over the past 10,000 years.
• How climate change might affect sea-level in the future.

Suggested timing
1 hour

3.1.3.3 Coastal landscape development

• This content must include study of a variety of landscapes from beyond the United Kingdom (UK) but may also include UK examples.
• Eustatic, isostatic and tectonic sea level change: major changes in sea level in the last 10,000 years.
• Coastlines of emergence and submergence. Origin and development of associated landforms: raised beaches, marine platforms; rias, fjords, Dalmatian coasts.
• Recent and predicted climatic change and potential impact on coasts.
• The relationship between process, time, landforms and landscapes in coastal settings.

3.1.1 Water and carbon cycles
3.1.1.4 Water, carbon, climate and life on Earth
The key role of the carbon and water stores and cycles in supporting life on Earth with particular reference to climate. The relationship between the water cycle and carbon cycle in the atmosphere. The role of feedbacks within and between cycles and their link to climate change and implications for life on Earth.

3.1.5 Hazards
3.1.5.2 Plate tectonics
Destructive, constructive and conservative plate margins. Characteristic processes: seismicity and vulcanicity. Associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches and island arcs, volcanoes.

Learning outcomes
This lesson will help students to understand:

• The characteristics of coastlines of emergence and the associated landforms.
• The characteristics of coastlines of submergence and the associated landforms.
• How climate change might affect coastlines in the future and alternative futures in landscape development.
• The impact of sea-level rise on coastal communities and the natural environment.

Suggested timing
2 hours

3.1.3.4 Coastal management
Human intervention in coastal landscapes. Traditional approaches to coastal flood and erosion risk: hard and soft engineering. Sustainable approaches to coastal flood risk and coastal erosion management: shoreline management/integrated coastal zone management.

Learning outcomes
This lesson will help students to understand:

• Why different approaches to coastal management are needed.
• The costs and benefits of traditional approaches.
• How sustainable integrated approaches to coastal management can be used to protect coastal communities.
• The difference between shoreline management plans and integrated coastal zone management.
• The different values and attitudes towards coastal management.

Suggested timing
2 to 3 hours

3.1.3.6 Case studies
Case study(ies) of coastal environment(s) at a local scale to illustrate and analyse fundamental coastal processes, their landscape outcomes as set out in the specification and engage with field data and challenges represented in their sustainable management.

Learning outcomes
This lesson will help students to understand:

• The factors that affect the case-study area for example geology, land-use, fetch and prevailing winds.
• The coastal processes impacting the landscape.
• The characteristics of the landforms found within the coastal landscape.
• Opportunities and challenges in managing the case-study area.
• Traditional approaches used in the area and the impact on natural processes.
• Sustainable management strategies used in the area.
• Future challenges and opportunities for the case-study area.

Suggested timing
3 hours

3.1.3.6 Case studies
Case study of a contrasting coastal landscape beyond the UK to illustrate and analyse how it presents risks and opportunities for human occupation and development and evaluate human responses of resilience, mitigation and adaptation.

This depends on the case-study chosen. For the Sundarbans case-study suggested below, there are clear links to storm hazards.

3.1.5 Hazards
3.1.5.5 Storm hazards
The nature of tropical storms and their underlying causes. Forms of storm hazard: high winds,
storm surges, coastal flooding, river flooding and landslides. Spatial distribution, magnitude,
frequency, regularity, predictability of hazard events.
Impacts: primary/secondary, environmental, social, economic, political. Short and long-term responses: risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation.

Learning outcomes
This lesson will help students to understand:

• The locational background to the case-study area.
• Coastal processes and the characteristics of the coastal landforms and landscape.
• The opportunities for human occupation and development.
• The challenges for human occupation and development.
• How humans can respond to the challenges, resilience, mitigation and adaptation.
• The future challenges and opportunities in the case-study area.

Suggested timing
2 hours

3.2.2.1 The nature and importance of places
The concept of place and the importance of place in human life and experience.

Learning outcomes
This lesson will help students to understand:

• How we define ‘place.
• What the difference between space and place is.
• How human geographers consider location, locale and sense of place.

Suggested timing
1 hour

• The concept of place and the importance of place in human life and experience.
• Factors contributing to the character of places.

Learning outcomes
This lesson will help students to understand:

• How we define ‘place identity.
• What elements make up place identity.
• How places can generate multiple identities.

Suggested timing
1 hour

3.2.2.2.1 Relationships and connections
The impact of relationships and connections on people and place with a particular focus on:
either

• changing demographic and cultural characteristics

or

• economic change and social inequalities.

Learning outcomes
This lesson will help students to understand:

• How identity can be evident at several scales.
• How religion can foster a sense of identity in places.
• The meaning of agglomeration, suburbanisation, counter-urbanisation and regeneration.
• The effects of counter-urbanisation on places.

Suggested timing
1 hour

Learning outcomes
This lesson will help students to understand:

• What is meant by the terms insider and outsider perspectives.
• What might be important factors in shaping insider and outsider perspectives.
• What is meant by social and spatial exclusion.
• What might be the causes of social and spatial exclusion.

Suggested timing
2 hours

• near places and far places
• experienced places and media places.

3.2.2.2.2 Meaning and representation
The importance of the meanings and representations attached to places by people with a particular focus on people's lived experience of place in the past and at present.

Learning outcomes
This lesson will help students to understand:

• What place signifiers are and how we attach meaning to places.
• What the terms near places, far places, experienced places and media places mean.
• How media places can contrast from the lived reality of a place.

Suggested timing
1 hour

Factors contributing to the character of places:

• Endogenous: location, topography, physical geography, land use, built environment and infrastructure, demographic and economic characteristics.
• Exogenous: relationships with other places.

Learning outcomes

• What endogenous factors are. How the physical site, the economic function and the cultural landscape of a place can alter the character of a place.
• What exogenous factors are and how they can alter the character of a place.
• How the shifting flows of people, money, technology and information around the world can affect places.
• Some examples of how globalization has led to de-industrialisation and fundamental change in some places.

Suggested timing
2 hours

3.2.2.1 The nature and importance of places
Factors contributing to the character of places

3.2.2.2.1 Relationships and connections
How the demographic, socio-economic and cultural characteristics of places are shaped by shifting flows of people, resources, money and investment, and ideas at all scales, from local to global.

Learning outcomes
This lesson will help students to understand:

• What is meant by a ‘global sense of place.
• What is meant by the terms ‘placelessness, ‘homogenised places and ‘clone towns.
• What global factors are driving these changes.
• What the terms ‘globalisation and ‘glocalisation mean.

Suggested timing
2 hours

3.2.2.1 The nature and importance of places
Factors contributing to the character of places

3.2.2.2.1 Relationships and connections

• How the demographic, socio-economic and cultural characteristics of places are shaped by shifting flows of people, resources, money and investment, and ideas at all scales, from local to global.
• The characteristics and impacts of external forces operating at different scales from local to global, including either government policies or the decisions of transnational corporations or the impacts of international or global institutions.

Learning outcomes
This lesson will help students to understand:

• What is meant by a ‘clone town and a ‘home town.
• How globalization and a ‘global culture might be responsible for the loss of high street identity.
• What the factors are that can be used to determine if a place has become a ‘clone town.
• How some communities have started to resist homogenisation of the high street.

Suggested timing
1 hour

3.2.2.1 The nature and importance of places
Factors contributing to the character of places

3.2.2.2.1 Relationships and connections

• How the demographic, socio-economic and cultural characteristics of places are shaped by shifting flows of people, resources, money and investment, and ideas at all scales, from local to global.
• The characteristics and impacts of external forces operating at different scales from local to global, including either government policies or the decisions of transnational corporations or the impacts of international or global institutions.

• How past and present connections, within and beyond localities, shape places and embed them in the regional, national, international and global scales.

Learning outcomes
This lesson will help students to understand:

• What is meant by the term ‘localisation of place.
• What it means to ‘belong in the context of place, and what factors affect an individuals sense of belonging to a place.
• How places can promote physical and mental well-being.
• What the features and characteristics are of a ‘great place.

Suggested timing
1 hour

3.2.2.2.2 Meaning and representation
The importance of the meanings and representations attached to places by people with a particular focus on peoples lived experience of place in the past and at present:

• How external agencies, including government, corporate bodies and community or local groups make attempts to influence or create specific place-meanings and thereby shape the actions and behaviours of individuals, groups, businesses and institutions.
• How places may be represented in a variety of different forms such as advertising copy, tourist agency material, local art exhibitions in diverse media (eg film, photography, art, story, song etc) that often give contrasting images to that presented formally or statistically such as cartography and census data.

Learning outcomes
This lesson will help students to understand:

• The definitions of meaning, representation and perception of place and how these can relate to each other.
• How media can sometimes skew peoples perception of a place which may be far detached from the lived reality.
• What agents of change are and how they manage to change peoples perception of place.

Suggested timing
1 hour

3.2.2.2.2 Meaning and representation

• Understand how external agencies, including government, corporate bodies and community or local groups, make attempts to influence or create specific place-meanings and thereby shape the actions and behaviours of individuals, groups, businesses and institutions.
• Understand how both past and present processes of development can be seen to influence the social and economic characteristics of places and so be implicit in present meanings.

Learning outcomes
This lesson will help students to understand:

• What is meant by regeneration and how this might be achieved through the processes of rebranding and re-imaging.
• How the regeneration process may not be in everyones best interests, and that there can be arguments both for and against regenerating places.
• What ‘flagship developments are and how they can form an important part of rebranding.
• An example of an urban rebranding scheme that has been implemented, why and how it was implemented and how successful it has been.

Suggested timing
1 hour

3.2.2.2.2 Meaning and representation

• Understand how external agencies, including government, corporate bodies and community or local groups, make attempts to influence or create specific place-meanings and thereby shape the actions and behaviours of individuals, groups, businesses and institutions.
• Understand how both past and present processes of development can be seen to influence the social and economic characteristics of places and so be implicit in present meanings.

Learning outcomes
This lesson will help students to understand:

• The role of the re-imaging process in urban regeneration.
• Why some places may generate negative perceptions through the role of media.
• How corporate bodies, community and local groups can successfully change peoples perceptions of place through re-imaging.

Suggested timing
1 hour

3.2.2.3 Meaning and representation
How places may be represented in a variety of different forms, such as advertising copy, tourist agency material and local art exhibitions in diverse media (eg film, photography, art, story, song, etc), that often give contrasting images to that presented formally or statistically, such as cartography and census data.

3.2.2.2.2 Quantitative and qualitative skills

• Students must engage with a range of quantitative and qualitative approaches across the theme as a whole.
• Quantitative data, including the use of geospatial data, must be used to investigate and present place characteristics, particular weight must be given to qualitative approaches involved in representing place, and to analysing critically the impacts of different media on place meanings and perceptions.
• The use of different types of data should allow the development of critical perspectives on the data categories and approaches.

Learning outcomes
This lesson will help students to understand:

• The difference between qualitative and quantitative sources of geographical information.
• What considerations must be made regarding reliability when using qualitative sources.
• What are the common qualitative sources of information used in presenting place characteristics and what their strengths and weaknesses are.

Suggested timing
1 hour

3.2.2.3 Meaning and representation
How places may be represented in a variety of different forms, such as advertising copy, tourist agency material and local art exhibitions in diverse media (eg film, photography, art, story, song, etc), that often give contrasting images to that presented formally or statistically, such as cartography and census data.

3.2.2.2.2 Quantitative and qualitative skills

• Students must engage with a range of quantitative and qualitative approaches across the theme as a whole.
• Quantitative data, including the use of geospatial data, must be used to investigate and present place characteristics, particular weight must be given to qualitative approaches involved in representing place, and to analysing critically the impacts of different media on place meanings and perceptions.
• The use of different types of data should allow the development of critical perspectives on the data categories and approaches.

Learning outcomes
This lesson will help students to understand:

• The difference between accuracy and reliability of data.
• How statistics can sometimes be misleading.
• The origins and uses of census data.
• The application of Geographical Information System (GIS) in the study of place.

Suggested timing
1 hour

• Local place study: exploring the developing character of a place local to the home or study centre.
• Contrasting place study: exploring the developing character of a contrasting and distant place.
• Place studies must apply the knowledge acquired through engagement with prescribed specification content and thereby further enhance understanding of the way students own lives and those of others are affected by continuity and change in the nature of places. Sources must include qualitative and quantitative data to represent places in the past and present.
• Both place studies must focus equally on:
• peoples lived experience of the place in the past and at present

and either

• changing demographic and cultural characteristics

or

• economic change and social inequalities.
• The choice in the focus of the study outlined above should be the same for both the local and distant place study chosen.

This lesson will help students to understand:

• The history and background of their local place and how this has shaped its character.
• What the physical and human characteristics of their local place are.
• How their local place may have changed over time.

This lesson will help students to understand:

• The demographic and cultural characteristics or the economic and social inequalities of their local place.
• How online mapping tools and GIS can be a powerful way of displaying geographical data.
• How we can draw some understanding of the character of a place through study of indicator data.

This lesson will help students to understand:

• The way their local place has been represented in media.
• Insider and outsider perspectives of their local place.
• How their local place may be represented in artistic representations such as paintings, poetry or song.

This lesson will help students to understand:

• The history and background of a distant place and how this has shaped its character.
• What the physical and human characteristics of the distant place are.

How the distant place may have changed over time.

This lesson will help students to understand:

• The demographic and cultural characteristics or the economic and social inequalities of their distant place.
• How online mapping tools and GIS can be a powerful way of displaying geographical data.
• How we can draw some understanding of the character of a place through study of indicator data.

This lesson will help students to understand:

• The way a distant place has been represented in media.
• Insider and outsider perspectives of their chosen distant place.
• How that place may be represented in artistic representations such as paintings, poetry or song.

3.1.1.1 Water and carbon as natural systems
Systems in physical geography: systems concepts and their application to the water and carbon cycles inputs - outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium.

Learning outcomes
This lesson will help students to understand:

• The concept and use of models by geographers as simplifications of a complex world.
• The concept of systems frameworks as a type of model fundamental to most areas of geographical understanding.
• Classification of systems and common characteristics of systems.
• How the four major subsystems of the Earth are interlinked.

Suggested timing
1 hour

3.1.1.2 The water cycle
Global distribution and size of major stores of water - lithosphere, hydrosphere, cryosphere and atmosphere.
Learning outcomes
This lesson will help students to understand:

• That the Earths water is distributed between: oceanic water, cryospheric water, terrestrial water and atmospheric water.
• Where water is stored globally, the volume of water in each of these stores, and how long water might remain in each of these stores.
• Students will be able to describe and explain the characteristics of each of these stores.
• The limited amount of freshwater economically and physically accessible for human use.

Suggested timing
1.5 hours

3.1.1.2 The water cycle
Processes driving change in the magnitude of these stores over time and space, including flows and transfers: evaporation, condensation, cloud formation, causes of precipitation and cryospheric processes - at hill slope, drainage basin and global scales with reference to varying timescales involved.

Learning outcomes
This lesson will help students to understand:

• That on Earth water exists in three forms: solid ice, liquid water and gaseous water vapor, and identify the factors that move water between these different states and stores.
• The idea of latent heat and energy in the context of evaporation and condensation, and how they relate to major atmospheric processes like cloud formation and precipitation.
• Different forms of precipitation in the UK and other areas of the world, such as the tropics.
• Cryospheric processes: concept of glacial and interglacial periods and the impact on the cryosphere.
• That the water cycle operates at different scales.

Suggested timing
2 hours

3.1.1.2 The water cycle
Drainage basins as open systems - inputs and outputs, to include precipitation, evapotranspiration and runoff; stores and flows, to include interception, surface, soil water, groundwater and channel storage; stemflow, infiltration overland flow, and channel flow.

Learning outcomes
This lesson will help students to describe and explain:

• The characteristics and inputs, stores, transfers and outputs of a drainage basin system: precipitation, interception store, throughfall, stemflow, infiltration, soil storage, vegetation storage, transpiration, infiltration, surface storage, evapotranspiration, overland flow/sheet flow, throughflow, percolation, groundwater store and flow, channel flow, and run off.
• The difference in scale between the global water cycle, drainage basin and hill slope, and that drainage basins vary hugely in scale.

Suggested timing
1 hour

3.1.1.2 The water cycle
Concept of water balance.

Learning outcomes
This lesson will help students to understand:

• The concept of water balance
• Inputs, outputs and stores, and the soil moisture budget.
• How evapotranspiration, precipitation, vegetation and soil storage are linked.
• That local and regional climate characteristics will influence the soil moisture budget.

Suggested timing
1 hour

3.1.1.2 The water cycle
Runoff variation and the flood hydrograph.

Learning outcomes

• Students to understand how river flow rates are measured and how data can be used.
• Students will be able to describe and explain the characteristics of a storm and flood hydrograph. Rising limb, peak discharge, lag time and receding limb.
• Students to understand human and physical factors affecting a storm and flood hydrograph.-
• Students to understand the relative speeds of water transfers identified in the drainage basin lesson.

Suggested timing
2 hours

3.1.1.2 The water cycle
Changes in the water cycle over time to include natural variation including storm events, seasonal changes and human impact including farming practices, land use change and water abstraction.

Learning outcomes
This lesson will help students to understand:

• How seasonal changes in different regions impact the inputs, stores, transfers and outputs in the water cycle.
• How floods and droughts affect water stores and transfers.

Suggested timing
1 hour

3.1.1.2 The water cycle
Changes in the water cycle over time to include natural variation including storm events, seasonal changes and human impact including farming practices, land use change and water abstraction.

Learning outcomes
This lesson will help students to understand:

• How human activities of deforestation, agriculture and soil drainage affect the water cycle.
• The reasons for these human activities.
• How each one affects stores and transfers within the water cycle at different scales.

Suggested timing
2 hours

3.1.1.2 The water cycle
Changes in the water cycle over time to include natural variation including storm events, seasonal changes and human impact including farming practices, land use change and water abstraction.

Learning outcomes
This lesson will help students to understand:

• How water abstraction affects the water cycle.
• The reasons for water abstraction in different areas.
• How water abstraction affects stores and transfers within the water cycle at different scales.

Suggested timing
1 hour

3.1.1.6 Case studies
Case study of a river catchment(s) at a local scale to illustrate and analyse the key themes above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for sustainable water supply and/or flooding.

Learning outcomes
These lessons will help students to:

• Illustrate how the hydrological system affects channel flow, by identifying the stores and transfers in the catchment.
• Analyse the relationships between inputs and outputs in a local river; be able to link the catchment characteristics to flows of water.
• To understand implications for flooding on a local river, and how this can be managed, and/or explain how water is abstracted, and how this can be managed sustainably.

Suggested timing
2 hours

3.1.1.3 The carbon cycle
Global distribution, and size of major stores of carbon - lithosphere, hydrosphere, cryosphere biosphere and atmosphere.

Learning outcomes

• Students to understand the features of carbon as an element, its versatility and importance as a component of organic and inorganic compounds.
• Students to understand the origins of the carbon that we study in the carbon cycle.
• Students to be able to describe and explain the global stores of carbon, including: lithosphere, hydrosphere, cryosphere, biosphere, atmosphere, identifying organic and inorganic carbon.
• Students to understand that organic and inorganic carbon is moved between stores at different rates via a range of processes.

Suggested timing
1 hour

3.1.1.3 The carbon cycle
Factors driving change in the magnitude of these stores over time and space, including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion, carbon sequestration in oceans and sediments, weathering.

Learning outcomes

• Students to understand how carbon moves between stores over short timescales.
• Students to understand the role of living things in the movement of carbon.
• Students to be able to describe and explain the processes involved in these transfers, including: photosynthesis, respiration, decomposition and combustion.
• Students to understand movement of transfer between the carbon stores, studied above, at a range of scales.- Including plant, sere and continental.

Suggested timing
1.5 hours

3.1.1.3 The carbon cycle
Factors driving change in the magnitude of these stores over time and space, including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion, carbon sequestration in oceans and sediments, weathering.

Learning outcomes

• Students to be able to describe and explain the processes involved in these transfers, including: burial, compaction, carbon sequestration and weathering.
• Students to understand how these link to wider geomorphological processes such as fluvial transport (and therefore the water cycle).
• Students to understand how the slow carbon interacts with the fast carbon cycle.

Suggested timing
1 hour

3.1.1.3 The carbon cycle
Factors driving change in the magnitude of these stores over time and space, including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion, carbon sequestration in oceans and sediments, weathering.

Learning outcomes
This lesson will help students to understand:

• How the biological carbon pump links the fast and slow carbon cycles via burial and compaction.
• How organic carbon becomes inorganic carbon.
• How carbon moves between the oceans and the atmosphere.
• How atmospheric and ocean temperatures are linked, and how ocean currents move carbon.

Suggested timing
1 hour

3.1.1.3 The carbon cycle
Changes in the carbon cycle over time, to include natural variation (including wildfires, volcanic activity) and human impact (including hydrocarbon fuel extraction and burning, farming practices, deforestation and land use changes).

Learning outcomes
This lesson will help students to understand:

• How natural events, such as wildfires and volcanic eruptions, alter the carbon cycle.
• The relative impact of natural events and human activity on the carbon cycle.

Suggested timing
1 hour

3.1.1.3 The carbon cycle
Changes in the carbon cycle over time, to include natural variation (including wildfires and volcanic activity) and human impact (including hydrocarbon fuel extraction and burning, farming practices, deforestation and land use changes).
Learning outcomes
This lesson will help students to understand:

• How human activities have affected major stores of carbon.
• The reasons behind human activities that move carbon between stores.
• Where the most significant changes are occurring.

Suggested timing
2 hours

3.1.1.3 The carbon cycle
The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate.
Learning outcomes
This lesson will help students to understand:

• The concept of the carbon budget and how the Earth balances carbon transfers under natural conditions.
• How the carbon budget has been altered by human activities, leading to the enhanced greenhouse effect and climate change.
• How the changing carbon budget is impacting the atmosphere in terms of climate change and weather patterns.
• How climate change has different characteristics/outcomes in a range of locations around the world.

Suggested timing
1 hour

3.1.1.3 The carbon cycle
The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate.

Learning outcomes
This lesson will help students to understand:

• How the changing carbon budget is impacting the atmosphere in terms of climate change and weather patterns.
• How climate change is impacting the land and the lives of communities in different areas of the world.

Suggested timing
1.5 hours

3.1.1.3 The carbon cycle
The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate.

Learning outcomes
This lesson will help students to understand:

• How climate change is impacting the oceans at different scales and in different regions.
• How climate change is impacting the land and the lives of coastal communities in different areas of the world.

Suggested timing
1 hour

3.1.1.4 Water, carbon, climate and life on Earth
The key role of the carbon and water stores and cycles in supporting life on Earth with reference to climate. The relationship between the water cycle and carbon cycle in the atmosphere.

Learning outcomes
This lesson will help students to understand:

• Students to understand the significance of water (water vapour and clouds) and carbon (CO2) as greenhouse gases.
• Students to understand the dominance of CO2 in controlling the scale of the greenhouse effect.

Suggested timing
1 hour

3.1.1.4 Water, carbon, climate and life on Earth
The role of feedbacks within and between cycles and their link to climate change and implications for life on Earth.

Learning outcomes
This lesson will help students to understand:

• Students to understand the positive feedback between CO2 led warming leading to higher evaporation rates and a wetter atmosphere.
• Students to understand the significance of water (water vapour and clouds) and carbon (CO2) as greenhouse gases.
• Students to understand the dominance of CO2 in controlling the scale of the greenhouse effect.
• How the changing carbon budget on the land and oceans can link to different feedback loops.

Suggested timing
1 hour

3.1.1.4 Water, carbon, climate and life on Earth
Human interventions in the carbon cycle designed to influence carbon transfers and mitigate the impacts of climate change.

Learning outcomes

• Students to have a clear understanding of the concepts of mitigation and adaptation.
• Students to be able to describe and explain in detail a range of specific strategies that are employed to mitigate greenhouse gas emissions.
• Students to understand that mitigation can occur at a variety of scales, from individual to global.
• Students will be able to explain how adaptation can be used at a local scale to mitigate the impacts of climate change.
• Students should be able to recognise that strategies to mitigate climate change have implications for development in the area they are applied, and in areas affected by climate change.

Suggested timing
2 hours

3.1.1.6 Case Studies
Case study of a tropical rainforest setting to illustrate and analyse key themes in water and carbon cycles and their relationship to environmental change and human activity.

Learning outcomes
Students will be able to describe, explain and evaluate a number of themes relating to water and climate in the Indonesian tropical rainforest, including:

• How changes in the water and carbon cycles have changed the tropical rainforest environment.
• How human activity affects the tropical rainforest.
• How climate change affects the tropical rainforest.
• Students will be able to describe and evaluate a range of strategies employed in the Indonesian tropical rainforest to reduce the effects of climate change.

Suggested timing
3 hours

3.2.1.1 Globalisation
Dimensions of globalisation: flows of capital, labour, products, services and information; global marketing; patterns of production, distribution and consumption.

Learning outcomes
This lesson will help students to understand:

• how we define ‘globalisation.
• what do concepts such as the ‘global village and ‘shrinking world mean-

Suggested timing
1 hour

3.2.1.1 Globalisation
Dimensions of globalisation: flows of capital, labour, products, services and information; global marketing; patterns of production, distribution and consumption.

Learning outcomes
This lesson will help students to understand:

• what is meant by the concept of a flow in the context of globalisation.
• what international capital flows are.
• how international flows can be of capital, labour, products, services and information.

Suggested timing
1 hour

3.2.1.1 Globalisation
Dimensions of globalisation: flows of capital, labour, products, services and information; global marketing; patterns of production, distribution and consumption.

Learning outcomes
This lesson will help students to understand:

• what is meant by the term ‘economies of scale.
• what the significant economic groupings of countries are.
• what the global patterns of production and consumption are.

Suggested timing
2 hours

3.2.1.2 Globalisation
Form and nature of economic, political, social and environmental interdependence in the contemporary world.

Factors in globalisation: the development of technologies, systems and relationships, including financial, transport, security, communications, management and information systems and trade agreements.

Learning outcomes
This lesson will help students to understand:

• what is meant by the terms ‘the global financial system and ‘containerisation.
• what are the most significant factors that have led to the development and spread of globalisation.
• how- these factors have contributed to the development and spread of globalisation.

Suggested timing
1 hour

3.2.1.2 Global systems
Issues associated with interdependence including how unequal flows of people, money, ideas and technology within global systems can sometimes act to promote stability, growth and development but can also cause inequalities, conflicts and injustices for people and places.

Learning outcomes
This lesson will help students to understand:

• what the effects are of the unequal flows of people, money, ideas and technology on countries.
• why these flows are unequal and why they predominantly ‘flow in one direction.

Suggested timing
2 hours

3.2.1.2 Global systems
Issues associated with interdependence including how unequal flows of people, money, ideas and technology within global systems can sometimes act to promote stability, growth and development but can also cause inequalities, conflicts and injustices for people and places.

Learning outcomes
This lesson will help students to understand:

• that unequal flows can result in inequalities both between countries and within countries.
• that globalisation can help to reduce inequalities between countries but can increase inequalities within countries.
• what the Gini Index is and how Lorenz Curves can be used to analyse economic inequalities within countries.-

Suggested timing
1 hour

3.2.1.2 Global systems
Issues associated with interdependence including how unequal power relations enable some states to drive global systems to their own advantage and to directly influence geopolitical events, while others are only able to respond or resist in a more constrained way.

Learning outcomes
This lesson will help students to understand:

• what unequal power relations mean in global affairs.
• what ‘hard and ‘soft power is in the context of international relations.
• how countries have exerted significant political and economic power in their international affairs and what the effects of this have been.

Suggested timing
1 hour

3.2.1.3 International trade and access to markets
Global features and trends in the volume and pattern of international trade and investment associated with globalisation.

Trading relationships and patterns between large, highly developed economies such as the United States, the European Union, emerging major economies such as China, India and smaller, less developed economies such as those in sub-Saharan Africa, southern Asia and Latin America.

Learning outcomes
This lesson will help students to understand:

• what ‘trade agreements and ‘trading blocs are.
• the main trading blocs around the world.
• What current intra-regional and inter-regional world trading patterns are including some of the most significant multilateral trade agreements.
• what the differences between ‘custom unions and ‘common markets are.
• how trade agreements can present both advantages and disadvantages to signatory countries.

Suggested timing
2 hours

3.2.1.3 International trade and access to markets
Global features and trends in the volume and pattern of international trade and investment associated with globalisation.

Trading relationships and patterns between large, highly developed economies such as the United States, the European Union, emerging major economies such as China, India and smaller, less developed economies such as those in sub-Saharan Africa, southern Asia and Latin America.

Learning outcomes
This lesson will help students to understand:

• what is meant by comparative advantage and protectionism.
• what strategies are used by governments who adopt protectionist policies.
• how ‘free trade can be achieved by lowering trade barriers and free trade agreements.
• what the intra-regional and inter-regional patterns of world trade and foreign direct investment (FDI) are.

Suggested timing
1 to 2 hours

3.2.1.3 International trade and access to markets
Differential access to markets associated with levels of economic development and trading agreements and its impacts on economic and societal well-being.

Learning outcomes
This lesson will help students to understand:

• what is meant by differential access to international markets.
• why there is differential access to markets and the problems this can cause.
• what the potential solutions are to allow less-developed countries to have better access to international markets and grow their economies.-
• the fair trade mark and what the advantages and disadvantages might be.
• the difference between fair trade and free trade.

Suggested timing
2 hours

3.2.1.3 International trade and access to markets
The nature and role of transnational corporations (TNCs), including their spatial organisation, production, linkages, trading and marketing patterns, with a detailed reference to a specified TNC and its impacts on those countries in which it operates.

Learning outcomes
This lesson will help students to understand:

• the characteristics of TNCs.
• why TNCs operate in different countries and the largest TNCs operating globally.
• how TNCs can be spatially organised into distinct zones often due to ‘offshoring and ‘outsourcing.
• what the advantages and disadvantages of TNCs are.
• the structure and spatial organisation of a specific TNC.
• the impacts of a specific TNC on countries it operates in.-

Suggested timing
4 hours

3.2.1.3 International trade and access to markets
World trade in at least one food commodity or one manufacturing product.

Learning outcomes
This lesson will help students to understand:

• how trade in bananas can illustrate some of the problems of world trade.
• which are the worlds largest exporters and importers of bananas.
• why low-value primary products are subject to price fluctuations.
• what the ‘banana wars of the 1990s and 2000s were and how they were finally resolved.

Suggested timing
1 hour

3.2.1.3 International trade and access to markets
Analysis and assessment of the geographical consequences of global systems to specifically consider how international trade and variable access to markets underly and impacts on students' and other people's lives across the globe.

Learning outcomes
This lesson will help students to understand:

• who the main beneficiaries of the process of globalisation are.
• what the economic, political, social, cultural and environmental impacts of the globalisation of international trade are.
• what is meant by ‘glocalisation.

Suggested timing
1 hour

3.2.1.4 Global governance
The emergence and developing role of norms, laws and institutions in regulating and reproducing global systems.

Issues associated with attempts at global governance, including how agencies, including the UN in the post-1945 era, can work to promote growth and stability but may also exacerbate inequalities and injustices.

Learning outcomes
This lesson will help students to understand:

• what is meant by the term ‘global governance.
• what the important elements of global governance are and how they help global governance to be effective.
• the issues global governance focuses on and the reasons for this.
• what global organisations are and the roles they play.
• the strengths and limitations of these intergovernmental organisations.

Suggested timing
2 to 3 hours

3.2.1.4 Global governance
Issues associated with attempts at global governance, including how interactions between the local, regional, national, international and global scales are fundamental to understanding global governance.

Learning outcomes
This lesson will help students to understand:

• what is meant by governance between different scales and what mulitscalar power is.
• how the United Nations is using a multiscalar approach, through Agenda 21 and later Agenda 2030 to help promote sustainable development.
• how non-government organisations (NGOs) can work at different scales and by either operational or advocacy in nature.
• what some of the major issues requiring governance at different scales are and what multiscalar approaches might be adopted to solve them.

Suggested timing
1 to 2 hours

3.2.1.5 The 'global commons'
The concept of the ‘global commons. The rights of all to the benefits of the global commons. Acknowledgement that the rights of all people to sustainable development must also acknowledge the need to protect the global commons.

Learning outcomes
This lesson will help students to understand:

• what a ‘global common is.
• what is meant by the ‘tragedy of the commons and the ‘common heritage of mankind.
• how each of the recognised global commons are protected by laws, conventions and treaties.
• what the potential issues around the management and government of the global commons are.

Suggested timing
1 hour

3.2.1.5.1 Antarctica as a global common
An outline of the contemporary geography, including climate, of Antarctica (including the Southern Ocean as far north as the Antarctic Convergence) to demonstrate its role as a global common and illustrate its vulnerability to global economic pressures and environmental change.

Learning outcomes
This lesson will help students to understand the physical geography of the continent including key physical features, important climatic and oceanic processes.

Suggested timing
2 hours

3.2.1.5.1 Antarctica as a global common
Threats to Antarctica arising from:

• climate change
• fishing and whaling
• the search for mineral resources
• tourism and scientific research.

Learning outcomes
This lesson will help students to understand:

• what the potential impacts of climate change might be for different parts of the continent.
• the impacts whaling and fishing are having in the waters off the coast of Antarctica.
• why mineral extraction may be a further future potential threat to Antarctica.
• the negative impacts of tourism and scientific exploration and how they are being mitigated against.

Suggested timing
2 hours

3.2.1.5.1 Antarctica as a global common
Critical appraisal of the developing governance of Antarctica. International government
organisations to include United Nations (UN) agencies such as United Nations Environment Programme (UNEP) and the International Whaling Commission. The Antarctic Treaty (1959), the Protocol on Environmental Protection to the Antarctic Treaty (1991); IWC Whaling Moratorium (1982) - their purpose, scope and systems for inspection and enforcement.

The role of NGOs in monitoring threats and enhancing protection of Antarctica.

Learning outcomes
This lesson will help students to understand:

• the Antarctic Treaty, and why it was signed.
• how the Antarctic Treaty System (ATS) operates.
• what the role of NGOs are in the governance of the Antarctic.
• what the main issues and challenges for the governance of Antarctica and the Southern Ocean are.

Suggested timing
2 hours

3.2.1.5.1 Antarctica as a global common
Analysis and assessment of the geographical consequences of global governance for citizens and places in Antarctica and elsewhere to specifically consider how global governance underlies and impacts on students and other people's lives across the globe.

3.2.1.6 Globalisation critique
The impacts of globalisation to consider the benefits of growth, development, integration, stability against the costs in terms of inequalities, injustice, conflict and environmental impact.

Learning outcomes
This lesson will help students to understand:

• the impacts of global governance on their own lives and in other places.
• how to critique globalisation in terms of its impacts both benefits and costs.

Suggested timing
2 hours