of the processes and could write up a environmental enquiry to act as a characteristics that created case study of a local glaciated it at a local scale. environment. If students complete a fieldwork (This could feed into the investigation they will be able to completion of coursework for follow through a complete the Non-examination geographical investigation and assessment element of the route to enquiry. specification). Case study 2 Collect, analyse and (This example is based on an Opportunity for individual, Introduction to the Sápmi region and Case study of a contrasting interpret a range of investigation of the Sápmi region of paired or group research people glaciated landscape from qualitative and tundra in northern Europe) task, using a range of textual, Factsheet about the Sápmi people in beyond the UK to illustrate quantitative data digital or audiovisual Sweden and analyse how it presents from a range of Students will be able to describe, resources. Findings could be challenges and opportunities primary and analyse and evaluate a range of shared in traditional for human occupation and secondary sources; themes relating to how the human classroom approaches or Information on the lands of the Sápmi development and evaluate this could include population of the Sápmi region shared through a VLE on a human responses of discursive/creative interacts with their tundra blog for example. resilience, mitigation and material when (periglacial) landscape, including: United Nations information on the Sápmi For a more active learning adaptation. looking at the An understanding of the in Norway and Finland approach students could experiences of glacial/periglacial processes research from the point of Slideshow images of the Sápmi people people in place. that combined to create view of different through time this unique glaciated stakeholders. Feedback landscape 54 minute UN documentary on the could then take the form of a The challenges and risks of Sápmi debate/roleplay or living in the Sápmi region construction of SWOT The opportunities offered analysis in groups etc. by living in the Sápmi region The human response to the challenges of the Sápmi region. Including strategies aimed at resilience, mitigation and adaptation. The potential for possible sustainable development in the
of the processes and environmental characteristics that created it at a local scale. If students complete a fieldwork investigation they will be able to follow through a complete geographical investigation and route to enquiry. could write up a enquiry to act as a case study of a local glaciated environment. (This could feed into the completion of coursework for the Non-examination assessment element of the specification). Case study 2 Case study of a contrasting glaciated landscape from beyond the UK to illustrate and analyse how it presents challenges and opportunities for human occupation and development and evaluate human responses of resilience, mitigation and adaptation. Collect, analyse and interpret a range of qualitative and quantitative data from a range of primary and secondary sources; this could include discursive/creative material when looking at the experiences of people in place. (This example is based on an investigation of the Sápmi region of tundra in northern Europe) Students will be able to describe, analyse and evaluate a range of themes relating to how the human population of the Sápmi region interacts with their tundra (periglacial) landscape, including: An understanding of the glacial/periglacial processes that combined to create this unique glaciated landscape The challenges and risks of living in the Sápmi region The opportunities offered by living in the Sápmi region The human response to the challenges of the Sápmi region. Including strategies aimed at resilience, mitigation and adaptation. The potential for possible sustainable development in the Opportunity for individual, paired or group research task, using a range of textual, digital or audiovisual resources. Findings could be shared in traditional classroom approaches or shared through a VLE on a blog for example. For a more active learning approach students could research from the point of view of different stakeholders. Feedback could then take the form of a debate/roleplay or construction of SWOT analysis in groups etc. Introduction to the Sápmi region and people Factsheet about the Sápmi people in Sweden Information on the lands of the Sápmi United Nations information on the Sápmi in Norway and Finland Slideshow images of the Sápmi people through time 54 minute UN documentary on the Sápmi
AQA-7037-SOW-PG-PSL.DOCX