transfers/flows elements of the coast as an outputs. open system. Students will be able to understand Paired/small group task to coastal landscapes as in identify examples of positive dynamic equilibrium that includes: and negative feedback in positive feedback coastal landscapes. negative feedback. Students to draw and annotate a diagram showing an example of a positive or negative feedback in a coastal landscape. Once all students have illustrated one example of feedback at the coast, there is the opportunity for individuals/small groups to research for others. Small group discussion to Coasts as characteristic landscapes identify prior knowledge of Students will understand the coastal landforms. concepts of: landform Discuss what represents a landscape. characteristic coastal landscape. Students will appreciate that characteristic coastal landscapes (Specific landforms and are the combination of related landscapes are studied in landforms. detail later.) Weeks 2-3 Use of key subject Students will be able to identify Construct a diagram to are a huge range of resources online specific and technical different zones of the coastline, to illustrate the different coastal covering all aspects of coastal processes Systems and processes terminology. include: zones. especially erosion and weathering. Some Sources of energy in backshore examples are given below: coastal environments: Opportunities to Paired/small group discussion foreshore winds, waves develop skills such as to identify sources of energy inshore (constructive and drawing, labelling at the coast. offshore destructive), currents and nearshore
transfers/flows outputs. Students will be able to understand coastal landscapes as in dynamic equilibrium that includes: positive feedback negative feedback. Coasts as characteristic landscapes Students will understand the concepts of: landform landscape. Students will appreciate that characteristic coastal landscapes are the combination of related landforms. elements of the coast as an open system. Paired/small group task to identify examples of positive and negative feedback in coastal landscapes. Students to draw and annotate a diagram showing an example of a positive or negative feedback in a coastal landscape. Once all students have illustrated one example of feedback at the coast, there is the opportunity for individuals/small groups to research for others. Small group discussion to identify prior knowledge of coastal landforms. Discuss what represents a characteristic coastal landscape. (Specific landforms and landscapes are studied in detail later.) Weeks 2-3 Systems and processes Sources of energy in coastal environments: winds, waves (constructive and destructive), currents and Use of key subject specific and technical terminology. Opportunities to develop skills such as drawing, labelling Students will be able to identify different zones of the coastline, to include: backshore foreshore inshore offshore nearshore Construct a diagram to illustrate the different coastal zones. Paired/small group discussion to identify sources of energy at the coast. are a huge range of resources online covering all aspects of coastal processes especially erosion and weathering. Some examples are given below:
AQA-70371-SOW-PG-CSL.DOCX