1. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 1 Pack 1

2. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 2 Exam Buster Natural Hazards

3. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 3 The exam board highlights the following as strengths of good essays: –Effective planning –Clear concise introduction containing high quality accurate sourced definitions and understanding and clear framework –Individual up-to-date case studies –Wide range of scales to support conclusions –Focused arguments – directed towards the question –Evaluative writing –Appreciation of Values and attitudes –Understanding of the concepts –Meaningful conclusions, directly related to the question –Ongoing conclusions throughout the course of the essay –Clear and fluent with appropriate paragraphing and terminology –Usage of maps and location knowledge

4. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 4 Weak Candidates –Poor case study knowledge –Limited understanding of the essay question –Rubric offences e.g. the OR question –Over simplification –Limited organisation –Descriptive –Over reliance on standard texts –Inconclusive arguments –Poor essay writing skills –Answering more than the set question or the wrong strand

5. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 5 Task 1  In groups of four prepare an essay plan for the following questions on sugar paper:  3“Natural Hazards are caused by the interaction of physical and human processes.” Discuss  4“With reference to EITHER tectonic OR climatic hazards, explain why a knowledge of physical processes is essential to understand their impact on people.”

6. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 6 Present and justify your plans

7. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 7 Pack 2

8. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 8 Essay 3: Introduction  Define the term natural hazard  Define physical and human causes of hazards  Remember it is only a hazard if it affect people  Possible link to the Venn Diagram  Clear selection of case studies  Justify your choice of case studies

9. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 9 Research  You may include a balance between: –Tectonic, Geomorphological and climatic  Describe the hazard with case studies to support as evidence  Explore the processes and link to human involvement –Providing case studies with a range of human interaction would be pukka  Possible range: –Avalanches and cliff instability –E/Qs: San Francisco, central America, Kobe, India (tsunamis) –Volcanoes: Iceland, Italy, Pinatubo, Etna, St Helens –Drought and Fires: France, Australia, The Sahel –Fog and Smog: Mexico and LA

10. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 10 Understanding  You must demonstrate knowledge that most hazards are not entirely natural  Secondary impacts  Understanding of each type of hazards and a comparison  Understanding of the level of human interaction varies between hazards: –Volcanoes, E/Qs not people –Floods may be caused by building on flood plains.

11. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 11 Conclusion  Ongoing throughout the essay  Discussion of the interaction and the concept of a spectrum of hazards  You should finish by drawing upon examples to show that hazards have varied interaction and range from entirely physical to entirely human

12. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 12 QWC  Geographical Terms  Organised  Clear arguments  Logical use of material  Integration of knowledge, process and cases  Sequenced paragraphs reflected in the introduction and conclusion  Good SPG

13. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 13 Essay 4: Introduction  This essay MUST be either tectonic or climatic (both will result in a rubric error)  Introduce natural hazards  Classify tectonic/climatic  What are the impacts  Possible introduction of the Venn diagram  Identify case studies

14. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 14 Research  Knowledge of distribution  Physical processes –E.g. plate tectonic theory  The impacts on people –Social –Economic –Injury –Infrastructure –Stress –Death –Business –Housing

15. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 15 Understanding  Understanding of magnitude and frequency  MEDC vs. LEDC  Social classes  Age  Wealth  High risk vs. Low risk  Perception  Alleviation: Management, prediction, prevention, response

16. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 16 Conclusion  Evaluate the word “essential”  Evaluate Knowledge vs. Finance, resources and technology  Risk Assessment  Management

17. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 17 QWC  Terminology etc.

18. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 18 Pack 3

19. Thanks to Dan Denker Cannock Chase High School and made available for school use only by www.sln.org.uk/geography 19 Task 2  Look through the following 6 essays in groups  Use the mark scheme to award marks on the marking grid.  Justify your marks

20. 20 The End