describe the spatial and students to discuss the Resources for specific case studies will depend temporal setting of the following terms in relation to on those chosen by the individual student/school. wildfire managing wildfire hazards, assess the perception of and to suggest examples of the wildfire, and the factors each: affecting those perceptions preparation at a range of scales eg, mitigation – magnitude, frequency, prevention population characteristics. adaptation. explain the causes of the Students to be given clear wildfire instructions and guidance explain and assess the about creating detailed case impacts of the wildfire studies of one recent explain, assess and justify wildfire event. Students the response to the wildfire could be encouraged to be including the factors – creative in the method used affecting this response. to present their findings, but as a guide it should include the information listed in previous column. Week 11 Case 1 – Specification Subject Learning outcomes Suggested learning activities Resources content specific skills (including ref to differentiation development and extension activities) Case study of a Collect, analyse Much of what is taught here will Opportunity for group discussion Resources for specific case studies – multi-hazardous and interpret a depend on the multi-hazardous what is meant by the term will depend on those chosen by the environment beyond range of environment chosen. hazardous environment’? Can individual student/school the UK to illustrate qualitative and students identify possible natural Understand the idea that some Some resources that relate to and analyse the quantitative data hazards? locations are multi-hazardous environments nature of the from a range of environments and are exposed to Opportunity for students to engage hazards and the secondary more than one category of natural with GIS and/or online mapping tools social, economic sources. hazard. to locate and identify multiple hazard and environmental Report writing. locations Identify of the world that are risks presented, and vulnerable to multiple natural Students should reflect on how they how human qualities hazards. completed the case studies above, and responses such then be given clear instructions and as resilience, guidance about creating a detailed adaptation,
describe the spatial and temporal setting of the wildfire assess the perception of the wildfire, and the factors affecting those perceptions at a range of scales – eg, magnitude, frequency, population characteristics. 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. students to discuss the following terms in relation to managing wildfire hazards, and to suggest examples of each: preparation mitigation prevention adaptation. Students to be given 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. Resources for specific case studies will depend on those chosen by the individual student/school. Week 11 – Case 1 Specification content Subject specific skills development Learning outcomes Suggested learning activities (including ref to differentiation and extension activities) Resources Case study of a multi-hazardous 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, Collect, analyse and interpret a range 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. Understand the idea that some locations are multi-hazardous environments and are exposed to more than one category of natural hazard. Identify of the world that are vulnerable to multiple natural hazards. Opportunity for group discussion – what is meant by the term 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 Resources for specific case studies will depend on those chosen by the individual student/school Some resources that relate to environments hazardous
AQA-70361-SOW-PG-H.DOCX