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What should happen to the Holderness coastline? Learning Objective: To practice decision making skills required for the SDME in June 2014.

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Presentation on theme: "What should happen to the Holderness coastline? Learning Objective: To practice decision making skills required for the SDME in June 2014."— Presentation transcript:

1 What should happen to the Holderness coastline? Learning Objective: To practice decision making skills required for the SDME in June 2014.

2 Course outline Controlled Assessment: 25% March of Year 10 SDME: 25% June of Year 11 Final exam: 50%June of Year 11

3 Why does the Holderness Coast need protecting? erosion-at-holderness-east-yorkshire/3189.html Social Economic Environmental

4 Should the coastline be saved? Easington gas terminal accounts for 25% of Britain’s gas supply

5 Should the coastline be saved? The Humber estuary is very busy with large ships. It is one of the most dangerous estuaries in Europe, so pilots guide boats in and out. Their base is on Spurn.

6 Should the coastline be saved? Withernsea is a popular tourist resort. It has a population of around 5,980.

7 Should the coastline be saved? Mappleton is a village of 50 properties and has been subject to intense erosion at a rate for around 2 metres per year.

8 Should the coastline be saved? Hornsea is another popular tourist resort 3km north of Mappleton. It has a population of 8,243.

9 The Management of Holderness

10 Learning Outcomes GCSE Grade CGCSE Grade BGCSE Grade A/A* Students can identify coastal management strategies and suggest the advantages and disadvantages. Students make limited reference to place specific information. Students use geographical vocabulary. Students collect and record evidence from different sources. Students can describe coastal management strategies and assess the advantages and disadvantages. Students make some reference to relevant examples. Students use appropriate geographical vocabulary. Students collect and record evidence from different sources and can use the information appropriately. Students can thoroughly describe coastal management strategies and write a detailed assessment of the advantages and disadvantages. Students consistently refer to place specific information. Students use geographical terminology accurately and appropriately. Students collect and record accurately evidence from a range of different sources and can analyse and interpret information.

11 Checklist I have included a map and described where the Holderness coastline is located. I have explained why coastal management strategies have been used along the coastline. I have identified at least 4 locations where different management strategies have been used along the coastline and described the techniques used. I have used a map to locate these strategies and pictures to show what they look like. I have suggested whether the coastal management strategies are examples of hard or soft engineering. I have thoroughly described the advantages and disadvantages of the coastal management strategies. I have explained how the strategies have been locally successful but caused problems elsewhere. I have suggested which areas should be protected in the future. Resources: PPP on the VLE Page 26 of the revision guide gement_rev3.shtml

12 Mappleton Mappleton is an excellent case study of an attempt at coastal management. In 1991 two rock groynes and a rock revetment made from huge blocks of Scandinavian rock were built. As a consequence a substantial beach accumulated between the groynes halting erosion (picture 1 below). However, further south the rate of erosion has increased significantly (picture 2 below). This is because material which is being carried south is not being replaced (it is trapped within the groynes). Therefore there is no beach to protect the cliffs. Even during a neap tide ( a tide which is 30% less than the average tidal range) the sea reaches the base of the soft cliffs and erosion occurs. 1 Cliffs to the north. Sea defences mean that the beach has grown and the cliffs are stable (look at the grass growing!) 2 Cliffs to the south. The sea defences don’t protect this area and the land is retreating rapidly.

13 Mappleton Northern section Defences = Beach build up Southern section No defences = Beach erosion

14 Withernsea This settlement attracts tourists, so substantial sea defences have been constructed to maintain the beach. How many sea defences can you see in this picture?

15 Withernsea – how does it all work?

16 Extension…The future? Oil terminal Wind turbines Lifeboat Station Humber Pilots Many key industries, farms and homes lie within 50 meters of the coastline. 1.Should they be saved? 2.What effects would saving these have on other areas of the coastline? 3.Who should pay?

17 Learning Outcomes ALL of us will achieve a level 2 (5-8 marks) MOST of us will achieve a level 3 (9-12 marks) SOME of us will achieve a level 4 (13-16 marks)

18 YOUR SDME… Will be on the topic of natural hazards NOT Coasts, but it is important to practice decision making skills as often as possible. Coasts will be tested in the terminal exam in June 2014.

19 THE BISCUIT DECISION!

20 The Decision Choose one option, which you think is the best and give reasons to explain your choice. Give a reason for rejecting each of the other three options. Suggest a possible disadvantage of your chosen option. Select one of your rejected options and give a possible advantage of this choice. You will notice that the wording in the decision changes each time. You MUST follow the structure given.

21 PEER MARK Level 1 (1-4 marks) Limited reference made to why chosen option is the best and why other options have been rejected. Disadvantage of chosen option covered in a limited way. Advantage of rejected option covered in a limited way. Written work contains mistakes in spelling, grammar and punctuation, which sometimes hinder communication. Level 2 (5-8 marks) Mention why chosen option is the best and why the others have been rejected, but with limited understanding. One or two simple reasons given for disadvantage of chosen option. Simple reason given as advantage of each of rejected options. Level 3 (9-12 marks) Developed reason(s) given as to why option is the best and why the others have been rejected. Developed reason(s) given for disadvantages of chosen option. Developed reason given for advantage of each of the rejected options. Written work is legible and spelling, grammar and punctuation are accurate. Meaning is communicated clearly. Use of appropriate terminology. Level 4 (13-16 marks) Well-developed reasons given as to why option is the best and why the others have been rejected. Well-developed reasons given for disadvantages of chosen option. Well-developed reasons given for advantage of each of the rejected options. Work is legible and spelling, grammar and punctuation are very accurate and meaning clearly communicated. Good use of terminology.


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