Students to understand key ideas find a copy of a model of the relating to the management of of risk ‘process natural hazards, including: management’, the Park community Response Model and The preparedness/risk sharing Hazard Management Cycle integrated risk and give a written management explanation of each. This mitigation could be presented as a wall monitoring display, PowerPoint/Prezi prediction presentation, prevention video/animation (to share on protection the VLE), or written report. reconstruction Short discussion/Q&A to rehabilitation ensure students can define relief the key terms relating to resilience. distribution, frequency and Students to understand and be able magnitude of natural to explain the Park Response hazards. Model and the Hazard Various opportunities above Management Cycle. to assess learning with a Students to understand the terms range of exam style questions and and peer assessment. ‘distribution’, ‘frequency’ as they are used by ‘magnitude’ geographers in relation to natural hazards. It is vital that these generic themes relating to the concept of ‘hazards’ are reinforced throughout the following on volcanic, seismic, storm and fire hazards. Week 2-3 Use of key subject Opportunity to discuss the age of Paired/small group discussion specific and technical the and assess students’ prior followed by feedback how tectonics – terminology. knowledge of the structure of the old is the Earth? How did it with a multiple choice quiz and extra Earth structure and Earth. form? What is the structure reading Opportunities to internal energy sources. of the Earth? develop skills such as Opportunity to use Plate tectonic theory of drawing, labelling resources to briefly explore
Students to understand key ideas relating to the management of natural hazards, including: community preparedness/risk sharing integrated risk management mitigation monitoring prediction prevention protection reconstruction rehabilitation relief resilience. Students to understand and be able to explain the Park Response Model and the Hazard Management Cycle. Students to understand the terms ‘distribution’, ‘frequency’ and ‘magnitude’ as they are used by geographers in relation to natural hazards. It is vital that these generic themes relating to the concept of ‘hazards’ are reinforced throughout the following on volcanic, seismic, storm and fire hazards. find a copy of a model of the ‘process of risk management’, the Park Response Model and The Hazard Management Cycle and give a written explanation of each. This could be presented as a wall display, PowerPoint/Prezi presentation, video/animation (to share on the VLE), or written report. Short discussion/Q&A to ensure students can define the key terms relating to distribution, frequency and magnitude of natural hazards. Various opportunities above to assess learning with a range of exam style questions and peer assessment. Week 2-3 tectonics Earth structure and internal energy sources. Plate tectonic theory of Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling Opportunity to discuss the age of the and assess students’ prior knowledge of the structure of the Earth. Opportunity to use resources to briefly explore Paired/small group discussion followed by feedback – how old is the Earth? How did it form? What is the structure of the Earth? with a multiple choice quiz and extra reading