Collect, analyse and Information is readily available about the interpret a of Sundarbans, but a selection is given below: Opportunity for individual, qualitative and Case study 2 This example is based on an paired or group research quantitative data Case study of a contrasting investigation of the Sundarbans task, using a range of textual, from a range of coastal landscape beyond region of Bangladesh. digital or audiovisual primary and the UK to illustrate and resources. Findings could be secondary sources analyse how it presents risks – Students will be able to describe, shared in traditional this could include and opportunities for human analyse and evaluate a range of classroom approaches or discursive/creative occupation and themes relating to how the human shared through a VLE on a material when development and evaluate population of the Sundarbans blog for example. looking at the human responses of interacts with their coastal experiences of resilience, mitigation and landscape, including: For a more active learning people in place. adaption. an understanding of the approach students could coastal processes that research from the point of combined to create this view of different unique coastal landscape stakeholders. Feedback the challenges and risks of could then take the form of a living in the Sundarbans debate/roleplay or the opportunities offered by construction of SWOT living in the Sundarbans analysis in groups etc. the human response to the challenges of the Sundarbans, including strategies aimed at resilience, mitigation and adaptation the potential for possible sustainable development in the future for the people of the Sundarbans. Quantitative and qualitative skills Students must engage with a range of quantitative and relevant qualitative skills, within the theme landscape systems. These should include observation skills, measurement and geospatial mapping skills and data manipulation and statistical skills applied to field measurements.
Case study 2 Case study of a contrasting coastal landscape beyond the UK to illustrate and analyse how it presents risks and opportunities for human occupation and development and evaluate human responses of resilience, mitigation and adaption. Collect, analyse and interpret a 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 Sundarbans region of Bangladesh. Students will be able to describe, analyse and evaluate a range of themes relating to how the human population of the Sundarbans interacts with their coastal landscape, including: an understanding of the coastal processes that combined to create this unique coastal landscape the challenges and risks of living in the Sundarbans the opportunities offered by living in the Sundarbans the human response to the challenges of the Sundarbans, including strategies aimed at resilience, mitigation and adaptation the potential for possible sustainable development in the future for the people of the Sundarbans. 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. Information is readily available about the Sundarbans, but a selection is given below: Quantitative and qualitative skills Students must engage with a range of quantitative and relevant qualitative skills, within the theme landscape systems. These should include observation skills, measurement and geospatial mapping skills and data manipulation and statistical skills applied to field measurements.
AQA-70371-SOW-PG-CSL.DOCX