assess the perception of hazards, and to suggest the wildfire, and the examples of each: factors affecting those preparation Adapting to wildfires: perceptions at a range of mitigation , with a video, podcast and PowerPoint scales eg, magnitude, prevention – frequency, population adaptation. characteristics etc. Students to be clear explain the causes of the instructions and guidance wildfire about creating detailed case explain and assess the Resources for specific case studies will studies of one recent wildfire impacts of the wildfire depend on those chosen by the individual event. Students could be explain, assess and justify student/centre. encouraged to be creative in the response to the the method used to present wildfire including the – their findings, but as a guide factors affecting this it should include the response. information listed in previous column. Collect, analyse and Much of what is taught here will Opportunity for Resources for specific case studies will Week 11 Case 1 interpret a of depend on the multi-hazardous discussion what is meant by depend on those chosen by the individual – qualitative and environment chosen. the term student/centre. ‘multi-hazardous Case study of a quantitative data environment’? Can students hazardous environment Students should understand the Some resources that relate to from a range of identify possible natural beyond the UK to illustrate idea that some locations are environments: secondary sources. hazards? and analyse the nature of hazardous environments and are the hazards and the social, Report writing. exposed to more than one category Opportunity for students to economic and of natural hazard. engage with GIS and/or environmental risks online mapping tools to Students should be able to identify presented, and how human locate and identify multiple areas of the world that are qualities and responses such hazard locations vulnerable to multiple natural as resilience, adaptation, hazards. Students should reflect on mitigation and management how they completed the case Once a multi-hazardous contribute to its continuing studies above, then be given environment has been selected human occupation. clear instructions and (probably a small country or region guidance about creating a within a larger country) students detailed case study of one must be able to: multi-hazardous Describe and assess the nature environment. Students could of the hazards
assess the perception of the wildfire, and the factors affecting those perceptions at a range of scales – eg, magnitude, frequency, population characteristics etc. explain the causes of the wildfire explain and assess the impacts of the wildfire explain, assess and justify the response to the wildfire – including the factors affecting this response. hazards, and to suggest examples of each: preparation mitigation prevention adaptation. Students to be clear instructions and guidance about creating detailed case studies of one recent wildfire event. Students could be encouraged to be creative in the method used to present their findings, but as a guide it should include the information listed in previous column. Adapting to wildfires: , with a video, podcast and PowerPoint Resources for specific case studies will depend on those chosen by the individual student/centre. Week 11 Case 1 Case study of a environment beyond the UK to illustrate and analyse the nature of the hazards and the social, economic and environmental risks presented, and how human qualities and responses such as resilience, adaptation, mitigation and management contribute to its continuing human occupation. hazardous Collect, analyse and interpret a of qualitative and quantitative data from a range of secondary sources. Report writing. Much of what is taught here will depend on the multi-hazardous environment chosen. Students should understand the idea that some locations are environments and are exposed to more than one category of natural hazard. Students should be able to identify areas of the world that are vulnerable to multiple natural hazards. Once a multi-hazardous environment has been selected (probably a small country or region within a larger country) students must be able to: Describe and assess the nature of the hazards hazardous Opportunity for discussion – what is meant by the term ‘multi-hazardous environment’? Can students identify possible natural hazards? Opportunity for students to engage with GIS and/or online mapping tools to locate and identify multiple hazard locations Students should reflect on how they completed the case studies above, then be given clear instructions and guidance about creating a detailed case study of one multi-hazardous environment. Students could Resources for specific case studies will depend on those chosen by the individual student/centre. Some resources that relate to environments:
AQA-7037-SOW-PG-H.DOCX