2. Plan for the morning 10.00Arrive 10.55Break 11.05End break 11.55End

3. 1. Introduction: What are examinations all about? “I understand taking tests aren’t fun.” George W. Bush, Former President of the USA. Examinations are NOT meant to be easy (fun?), but they are meant to be do-able. They are also designed to do a task – which is..?

4. understandknow do...to allow you to demonstrate what you understand, know and can do about Geography. In order to give yourself the best chance to do this to the best of your ability, you need to: PLANrevisiontimePRACTISE exam questions PREPAREexam technique... PLAN your revision and time, PRACTISE exam questions and PREPARE your exam technique...

5. 2. The aims of today’s session are to: A) Recap on the structure of paper 1. B) Learn the meanings and importance of question command words. C) Know how longer questions are marked. D) Recap the content of The Restless Earth Unit. E) Recap the content of Water on the Land: the Flooding part, including case studies. F) Discuss some top revision tips and revision resources. NOT: Attend today and think my revision has been done. Think you will get the answers to the questions today. Rely on us to do all the planning, practise and preparation for you.

6. Structure of the Unit 1 (Physical) exam Unit 1 is divided into two sections (A and B) and seven topics: Section A The Restless Earth The Restless Earth Rocks, Resources and Scenery Challenge of Weather and Climate The Living World Section B Water on the Land Water on the Land Ice on the Land The Coastal Zone The Coastal Zone Exam Structure: 1 Hr 30 mins = total of 90 mins 75 marks in total. You answer three questions, one from Section A and one from Section B plus free choice of one other. You answer the questions on the TOPICS YOU HAVE STUDIED. THIS TUESDAY (13th May)

7. Command Words – they command that you know them. Correct responses to command words: Describe Describe...paint a picture using words, say what something is like. What is meant by What is meant by…give the meaning of a definition or concept. Compare Compare....the similarities and differences. Comment on Comment on…give your opinion, or state what the evidence shows. Using only Using only…will refer to a figure (diagram, sketch, table of data, map extract or photo). Why, explain, suggest reasons Why, explain, suggest reasons...give reasons. Contrast Contrast....the differences.

8. Longer questions are level marked For questions worth more than 4 marks, your answer is judged to be basic (level 1) or clear (level 2). For answers worth 9 marks, a detailed (level 3) standard is used to mark your answer. LEVEL 1 ANSWERS SHOW........you have a basic knowledge and understanding of the topic.....you won’t have used many key geographical words.....your answer won’t be linked together or have much structure. LEVEL 2 ANSWERS SHOW......you have good knowledge and clear understanding of the topic. some...you’ll have used some key geographical words....you have structured your answer well and linked some of your ideas together.

9. LEVEL 3 ANSWERS SHOW......you have answered and linked your answer to all of the command words in the question....you have used named example/s of places in your answer to provide background to your answer, even without being asked....your answer is well structured. You have defined the key terms, hit the command words and used a range of geographical key words....you have given a detailed answer, linking ideas together.

10. Consider this question & answer.... Use a case study to describe the responses to a tsunami (8 marks). Now you mark it. ‘ The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living along the low lying coastal zones of SE Asia and Africa unaware. Holidaymakers were on beaches in Phuket, Thailand and fled as the wave approached. They tried to get to higher storeys in hotels, out of the way of the wave. In Banda Aceh, the first area to be hit, hospitals couldn’t cope and people were left untreated in corridors. After, there were many bodies that had to be buried quickly so that disease would not spread. Mass graves were dug, as the scale of the disaster was so large; on an international scale. Aid agencies brought in water purification tablets and tents for survivors. The Disasters Emergency Committee spent £40m on rebuilding projects in Sri Lanka and Indonesia, following a major appeal for aid. A new Indian and Pacific Ocean tsunami warning system became operational in 2006, so that warning of future tsunamis can be given. This system was crucial in the reaction time of eastern Japanese coastal settlements during the April 2011 tsunami. The system allowed a 15 minute reaction window of time which the Japanese authorities used to try to evacuate many of the coastal settlements, such as Sendai’.

11. How would this be marked? (Basic) Level 1 (Basic) 1–4 marks Simple Simple statements, perhaps list like at lower end. Some idea Some idea about what ecotourism is. Some idea Some idea about how tourism can be sustainable. basic Knowledge of basic information Simple Simple understanding Few links; limited detail; uses a limited range of specialist terms (Clear) Level 2 (Clear) 5–8 marks Develops Develops statements. Linksecotourism and how it can lead Links are clearly made between the idea of ecotourism and how it can lead to sustainable development. to sustainable development. examples There are examples of this. beginnings of explanation. There may be the beginnings of explanation. Knowledge of accurate information Clear understanding

12. (Detailed) Level 3 (Detailed) 8–9 marks Fully developed Fully developed statements. clear structure Will have a clear structure – likely to be determined by time scale Detailed Detailed understanding, supported by relevant evidence and exemplars Well organised Well organised, demonstrating detailed linkages and the inter- relationships between factors Range of ideas in a logical formspecialist terms where appropriate Range of ideas in a logical form; uses a range of specialist terms where appropriate Well structured response with effective use of sentences. Few spelling, punctuation and grammatical errors.

13. D) The Living World: Revision Overview The Restless Earth: Topic Recap

14. What you need to know... 1)The structure of the interior of the earth. 2)How plate tectonics work. 3)The three types of plate boundaries, named examples and how they work.

15. Plate MarginMovement of PlatesTectonic FeaturesExamplesConstructive ( Spreading or Divergent margins) Divergent : two plates moving away from each other. New crust is formed from upwelling magma:  mid-oceanic ridges;  shield volcanoes;  shallow focu.s earthquakes; rift valleys. Continental rift valleys Mid Atlantic ridge. Divergent spread of. East African rift valley Destructive (Convergent) (1)Subduction (2) Collision Convergent : two plates moving towards each other. 1a) Oceanic to oceanic: trenches, island arcs, explosive composite cone volcanoes, earthquakes. 1b) Oceanic to continental: trenches, fold mountains, explosive volcanoes, earthquakes. Continental to continental: 2) Continental to continental: fold mountains. On the margins of Pacific plate, with subduction under other, separate sections of the plate – trench. Andean type: Nazca plate subducting under South American plate. Himalayan type: Indian plate colliding with Eurasian plate. Conservative Passive : Two plates shearing past each other.  Shallow focus earthquakes. San Andreas Fault:Pacific plate and North American plate. Not at a plate boundary. Hot Spots: may be near the centre of a plate. Shield volcanoesHawaii island chain and the Yellowstone Supervolcano. Relationship of Tectonic Activity to Plate Margins

16. Key website to get to grips with how plate boundaries work.... http://www.learner.org/interactives/dynamicearth/plate.html

17. Landforms Found at Plate Boundaries

18. Earthquakes

19. The Restless Earth Case Studies You need to revise the following case studies for the exam: Fold Mountain Area Fold Mountain Area - - The ways in which the area is used: farming, HEP, mining, tourism and how people adapt to live in an upland environment. Volcanic Eruption & 2 Earthquakes 2.1 Volcanic = primary and secondary causes, effects and responses. S 2.2 LEDC Earthquake Vs MEDC Earthquake. Specific causes; primary and secondary effects; immediate and long term responses – the need to predict, protect and prepare. Tsunami Tsunami - - The causes, effects and responses of a tsunami event.

20. Tsunamis -http://news.bbc.co.uk/1/hi/sci/tech/7533972.stmhttp://news.bbc.co.uk/1/hi/sci/tech/7533972.stm -http://www.bbc.co.uk/news/science-environment- 12739417http://www.bbc.co.uk/news/science-environment- 12739417

21. Tsunami http://www.bbc.co.uk/learningzone/clips/tsu nami-prone-pacific/14057.html

22. Consider this question & answer.... Use a case study to describe the responses to a tsunami (8 marks). Now you mark it. ‘ The Indian Ocean Boxing Day tsunami in 2004, caught thousands of people living along the low lying coastal zones of SE Asia and Africa unaware. Holidaymakers were on beaches in Phuket, Thailand and fled as the wave approached. They tried to get to higher storeys in hotels, out of the way of the wave. In Banda Aceh, the first area to be hit, hospitals couldn’t cope and people were left untreated in corridors. After, there were many bodies that had to be buried quickly so that disease would not spread. Mass graves were dug, as the scale of the disaster was so large; on an international scale. Aid agencies brought in water purification tablets and tents for survivors. The Disasters Emergency Committee spent £40m on rebuilding projects in Sri Lanka and Indonesia, following a major appeal for aid. A new Indian and Pacific Ocean tsunami warning system became operational in 2006, so that warning of future tsunamis can be given. This system was crucial in the reaction time of eastern Japanese coastal settlements during the April 2011 tsunami. The system allowed a 15 minute reaction window of time which the Japanese authorities used to try to evacuate many of the coastal settlements, such as Sendai’.

23. Water on the Land: Flooding Revision Overview Flooding Revision Overview

24. What is Flooding? Flooding can be defined as: when the level of water in a river rises so high, it overflows its banks on to the surrounding land. Rivers flood naturally in their lower course. You need to know the physical and human factors which may cause a river to flood. Physical Factors Human Factors Deforestation Snowmelt Urban land uses Prolonged Rainfall Relief of land Heavy rainfall People using the toilet to much

25. Flooding Case Studies MEDC Case Study: Cumbria Oct 2009 LEDC: SE Asia; Bangladesh CausesPhysical and Human Primary EffectsDay/ time of flooding. (Short Timescale) Day / time of flooding (Short Timescale) Secondary Effects Weekly – Monthly impacts/damage Immediate Responses At the time methods, used to attempt to reduce the primary effects Long Term Responses Longer term methods / ways of managing the secondary effects

26. Question of short or Long term? Aid from international charities Stress – related illnessesPeople were evacuated Community groups set up to provide emotional support Roads and railways flooded Flooded fields reduced crop output severely Disease due to spreading water-borne diseases 5,000 deaths Education of children impacted Effects Responses Food and drink centres set up in school gyms

27. Managing the UK’s Water You need to know: – Why the demand for water is different across the UK = highest populated areas do not match the areas of highest rainfall. – Creates supply and demand issue. – UK population is increasing = amount of water used has increased by 50% over the last 25 years. – Water is transferred from areas of surplus water to areas of deficit. – Issues of water transfer. – How people can try to reduce their demand for water. – A case study of a reservoir in the UK that supplies water is required. – What are the SEEP impacts of the reservoir?

28. F) Revision Top Tips F) Revision Top Tips Focus on the topics/areas you do not remember much about. Target revision for those areas. Use post-it-notes to do key word tests. You can put post-it-notes up in your home to keep testing your retention of the theory. Learn case studies by completing tables /mindmaps in detail. Memorise the info and test yourself on trying to complete it. Use the websites to browse instead of sitting on social network sites wasting time. Make sure you get a good night’s sleep the night before your exam. Get up early and make sure you have some breakfast. Your body needs fuel, as well as your brain. MAKE SURE YOU HAVE THE CORRECT EQUIPMENT FOR YOUR EXAM.

29. Helpful Websites www.geog.biz http://www.bbc.co.uk/schools/gcsebitesize/geography/ http://www.bbc.co.uk/learningzone/clips/topics/secondary.sh tml#geography http://www.bbc.co.uk/learningzone/clips/topics/secondary.sh tml#geography Unit 2 is on the 22 nd May btw