rehabilitation the key ideas relating to relief the management of resilience. natural hazards (listed in previous column). They Understand and be able to explain the should also find a copy of Park Response and the Hazard a model of the of ‘process Management Cycle. risk management’, the Understand the Park Response Model and ‘distribution’, and as they are The Hazard Management ‘frequency’ ‘magnitude’ used by geographers in relation to Cycle and give a written natural hazards. explanation of each. This could be presented as a It is that these generic themes wall display, PowerPoint/ relating to the concept of are ‘hazards’ Prezi presentation, reinforced throughout the following on video/animation (to share volcanic, seismic, storm and fire on the VLE), or written hazards. 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. Weeks 2–3 Plate tectonics – Specification content Subject specific Learning outcomes Suggested learning Resources skills activities (including ref to development differentiation and extension activities)
rehabilitation relief resilience. Understand and be able to explain the Park Response and the Hazard Management Cycle. Understand the ‘distribution’, ‘frequency’ and ‘magnitude’ as they are used by geographers in relation to natural hazards. It is that these generic themes relating to the concept of ‘hazards’ are reinforced throughout the following on volcanic, seismic, storm and fire hazards. the key ideas relating to the management of natural hazards (listed in previous column). They should also 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. Weeks 2–3 – Plate tectonics Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources
AQA-70361-SOW-PG-H.DOCX