This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales.
The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.
The wearing away of land by water.
The movement of eroded material by water.
The dropping of eroded material when a river loses its energy.
Man-made, expensive methods of preventing river/sea flooding. Examples include dams and sea walls.
Natural, cheaper methods of preventing river/sea flooding. Examples include embankments and beach replenishment.
Any form of water that falls to the Earth.
The main wind direction experienced by an area.
The journey a river takes from source to mouth.
The breaking down of rocks, soil, and minerals through contact with the atmosphere, water or biological organisms.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs).
The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments
Exam-style questions will also feature throughout all lessons.
the process of making an area more urban in terms of % of people of a nation
a Brazilian shack or shanty town; a slum
the basic physical and organizational structures and facilities (e.g. buildings, roads, power supplies) needed for the operation of a society or enterprise.
the process of dealing with or controlling things or people
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales.
The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.
Exam-style questions will feature throughout all lessons.
The process of cutting down and clearing an area of trees.
A large, naturally occurring community of flora and fauna occupying a major habitat, e.g. forest or tundra.
The plants and vegetation of a particular region.
The animals of a particular region.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.
This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs).
Exam-style questions will also be completed throughout lessons.
A high income country, e.g. The UK.
A low income country, e.g. Bangladesh.
The amount of carbon dioxide released into the atmosphere as a result of the activities of a particular individual, organisation, or community.
A stock or supply of something that has value.
The distance travelled by food from source to where it is consumed.
When there is more than enough of something, e.g. food, water and energy.
When there is not enough of something, e.g. food, water and energy.
Having access to enough safe, affordable, nutritious food to maintain a healthy and active lifestyle.
Plants are sprayed with water containing nutrients. They are not grown in soil.
Plants are grown in mineral-rich water.
Knowledge of the world around them and the issues that they face now and potentially int he future.
Understanding of how we need to work together for a better future.