Posts Tagged ‘Coasts’

Hengistbury Head fun

Well here we go! It’s nearly time for me to leave you Year 11, and I just know that you will do so well in the summer. It’s been a total pleasure teaching you, and I will really miss you. I can’t wait to hear how brilliantly you all do on results day and will be keeping an eye on you from Kent, and sending the odd email to check you are still being fab ūüôā

So, here are your revision materials! Keep yourself organised. Nibble away at the revision. Have a clear plan and stick to it. Take breaks, eat well, sleep, get fresh air. Try not to just sit and cram as you will stress. If you feel nothing is going in, then take a minute to step away, breathe in and out or sing a song or get some air in the garden then crack back on.

Remember the two exams are very different structure, and test different skills. Ensure you revise the right bits! There are loads of past papers in the OneDrive documents http://1drv.ms/1MMaJD0 here.

SDME Exam 24th May 2016 – Rivers & Coasts. It is most likely to focus on flooding and flood management, or coastal erosion and coastal management. But it could be both, so learn both.

Key Themes 8th June 2016 – Natural hazards, Population and Settlement, Economic Development. Case study focus.

So be good, be happy, be successful, and be the awesome geographers I know you are. Miss D ūüôā


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Just a reminder that there are resources on this blog to help with your Controlled Assessment. First up is perfecting the introduction or ‘Setting the Scene’.

This is the first impression you give to myself and the examiner about how good a geographer you are. It is important to write in a formal future tense – of what you are¬†going to do. You are¬†not answering the question here, you are introducing the project and what¬†will be done.¬†It is essential that you include links to¬†theory in here, e.g. longshore drift, how geology can influence a coast, what geomorphology is, what geology means, what distinctive means, how waves work and the difference between destructive and constructive waves, why coastal management is used and how it can influence. You are basically saying to the examiner ‘look, I don’t know the answers yet but this is what I already think based on my knowledge of coasts already’. It is what sets you apart from non-geographers. Anyone can say ‘this is a beach, it has different types of material, it has a cliff’ – the GCSE Genius Geographer (all of you!) will say ‘I expect to see a beach that has been formed by constructive waves and longshore drift, this is when…………….’ .

The powerpoint from the lesson is here:

And from the first lesson:

Don’t forget you can email me at any point, and attend workshop on Mondays for help.

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Year 11 – this is the booklet for your controlled assessment fieldwork to Hengistbury Head. Remember the booklet is for the fieldwork day and is to be completed in detail for you to refer back to when you complete the rest of the project.

Bear in mind the overall title at all times: To what extent is geology the main influence on the distinctive coastal landforms of Hengistbury Head and Mudeford Spit?

This needs to be broken down.

Firstly, you need to identify what the distinctive (unique, unusual) landforms are first, e.g. the spit is distinctive compared to other areas within a 50mile radius, the headland is distinctive because of its history, the marsh is distinctive because it is a SSSI (Site of Special Scientific Interest) and has a protected species.

Then consider what ALL the possible influences are on the landforms: geology, human influence (coastal management and the nature reserves), geomorphic processes (erosion, deposition, transportation). Try to weigh up and predict which factor you think will be most influential on changing the landforms.

You can argue the case that geology IS the main influence, or is NOT. So long as you can PROVE IT by collecting data / evidence on the trip and in your research. Your evidence must be analysed and explored using theory (e.g. link longshore drift to the type of geology, link the creation of the salt marsh to the presence of groynes, etc.).

Remember: fact, theory, evidence. Analyse, explain, suggest.

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Why not make your controlled assessment stand out a little bit from the rest? Take your research a step further and consider comparing to another stretch of coastline. After all, the topic is ‘How distinctive is your coast?’ and to answer this it would make sense to compare the processes, landforms, land use and management of different coasts in order to make a decision. You know it makes sense.

Below are some links for those of you who are feeling adventurous. They are for a stretch of coastline at Reculver, in Kent. This area of coast is bordered by the North Sea and exposed to high rates of erosion – typically up to 2metres a year. The geology is soft, low resistant rock – particularly Sandstone & Clay – which is lying on top of Chalk. This mix is structurally weak since the less resistant rock is prone to slumping and saturation, and so slides over the more resistant chalk – like a gooey cake collapsing. The area is also a SSSI, just like Hengistbury Head. Reculver is part of a country park, just like Hengistbury. It is famous for having historic towers and has been an ancient site since Roman times – just like H.H. was also a historic fort on the headland.

What you might start to be realising is that perhaps H.H. and Reculver in themselves are not naturally distinctive. Geomorphic processes might be very similar. Longshore drift and erosion occurs at both. Landforms are similar Рboth areas have headlands and suffer cliff clumping.  Hengistbury Head does have Mudeford Spit which is different, but spits are not that unusual. So perhaps what is distinctive about these places is how humans have used and altered them? Perhaps land use is distinctive. Both areas have tourism but maybe for different reasons. Both are protected as SSSI, perhaps for different reasons. Maybe it is how people think and feel about a place that makes it distinctive?

These are questions to maybe consider and research more yourself. I can tell you one distinctive feature for Reculver though….it is where my parents got engaged. So who knows, perhaps without Reculver I would not even exist – and then where would you be?!!! :-p

Flickr – slideshow of images

Fotobabblerecap on coastal processes

Photosynth¬†–¬†360 panoramas at Reculver

Google Earth tour Рdistinctive coastlines  (find link in the presentation)

Presentation Prezi


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Your teacher will check your progress each lesson to ensure that you are on track and this will be recorded on the class tracker spreadsheet that you will see each lesson.

class progress tracker







Remember to get the help you need as we go along, during the ‘Setting the Scene’ phase your teacher is able to help – this is not an option once we get to High Control so seek help immediately!

Below is the resource for your Data Collection lesson. Remember to keep your ‘www’ tracker and target sheet up to date and in your folder. Every 4 lessons your teacher will review your target sheet and give you feedback with a new target.


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This is for year 10 doing your controlled assessment Fieldwork Focus project.

Below is the powerpoint from your introduction lesson. Remember, we are here to help and there are so many ways you can get support. Such as:

– this website, find links to lesson resources. Just search the tag cloud or the search button.

– Mr Rogers’ blog : www.daviderogers.org.uk then search Hengistbury Head

www.facebook.com/classroomgeography Рfind images and example work

www.flickr.com/classroomgeography – find images from previous years and from this year’s trips to include in your report

– email us or tweet @priorygeography

– come to workshops, every Wednesday in Room 18, 19


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Here are the links for all the lesson support material you have had in class. Remember, this project is worth 36 marks and you are responsible for completing all the introduction work, data presentation and preparation work by 1st June Рafter this you will get an exam time to turn up and do the final high control Analysis and Conclusion, job done!

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