Bridging work for new starters 2020

Course: Geography

Name of student:

Bridging Work Basics

This booklet contains a number of tasks that students are expected to complete to a good standard in order to be able to be enrolled in this subject.

Please complete these tasks on A4 paper and bring them with you to your enrolment interview.

The work handed in should be :

written in black or blue ink on A4 lined paper written in full sentences with no copying and pasting from external sources.

have all tasks completed

have students full names on each sheet multiple sheet should be connected together

This booklet also contains significant additional information and a range of optional tasks. We would encourage you to complete all the task but you do not need to bring any

optional tasks to your enrolment interview

Welcome to Geography

First year A-level Geographers! Great choice of A-level, we look forward to seeing you in August! Hopefully you are ready to get started on a fantastic A-level course where you will have the chance to really enhance your understanding of the world around you. The work in this booklet is designed to help you make the best possible start to the course. Some of it is reviewing and building on work you have done at GCSE, some of it is putting some important basics in place, and some of it is about extending and exploring what is happening in our world. So that you can see how useful this work will be (and can therefore follow relevant events in the news), it is important that you are aware of the topics you will cover as part of the A-level Geography course. These are shown in the table below:

Course Topic Overview of what you will study:

Tectonic Processes and Hazards

The distribution and causes of volcanoes, earthquakes and tsunamis, how to predict and manage them, and specific recent events.

Landscape Systems, Processes and Change (Coasts)

Coastal processes and landforms, coastal ecosystems, climate change and sea level rise, storms and flooding, and managing coastal areas.

Water Cycle and Water Insecurity

Where water comes from, areas of water surplus and water scarcity, issues surrounding sustainable use, inequality and management

Carbon Cycle and Energy Insecurity, Climate Change Futures

Where carbon energy sources come from, energy supplies and politics, sustainable use, carbon emissions, global warming, and alternative energy sources.

Globalisation

Our shrinking world and increasing interconnectedness, industry and its changing locations, de-industrialisation and the post-production countryside, the role of TNCs and globalisation’s winners and losers.

Shaping Places (Regeneration)

Culture, sense of place and identity. The decline of areas and the socio-economic consequences (including indicators of deprivation). Subsequent rebranding, reimaging and investment, and the success and failure of projects from the perspective of different stakeholders.

Superpowers

International and national geopolitics, focusing on the past, present and future role of the USA, the BRICs (Brazil, Russia, India and China) and the UK (the British empire). The types of soft and hard power countries (military, economics and culture).

Global Development (Health, Human Rights and Intervention)

The distribution, indicators and reasons for development and development gaps (between and within countries), particularly focusing on health and human rights, and the resolution of using interventions such as military force/presence, aid and charity.

Geography Course Information Guide

Compulsory - Task 1 – Current Affairs – Keeping a News Diary

You need to be aware of current global events that are related to the units you will be

studying. Look out for things in the news to do with the topics we are studying. Use the

table on the first page as a guide to topics.

There are many good news websites you can use for free, and others you can subscribe to.

News websites include –

www.bbc.co.uk

www.independent.co.uk

Most newspapers have downloadable apps. This is a really good way of keeping track of

current affairs. The BBC news app even allows you to set up ‘My News’ so that you can edit

a list of topics. Good topics/key words to add for

A-level include: Globalisation, Rebranding, Poverty, Earthquake, Volcano, Tsunami,

Development, Human Rights, Economy, Water, Climate, Carbon, Oil and Energy. You can

also add specific places or events so you can get updates on useful case studies.

Whenever you notice something on the news that you think links to the Geography you will

cover at A-level make a note in the table below. Notes do not have to be detailed, they just

need to be a reminder to you.

E.g. May 2019 China-USA trade war. USA imposing trade tariffs on Chinese imports. Meant

to be protecting US firms, but US firms end up paying more for the goods from China.

I expect at least 10 entry inputs in your diary!

Compulsory - Task 2 – Tectonic Processes and Hazards

Use your own knowledge AND additional research to complete the tasks below

www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/plateTectonics.html

For each plate boundary identify the different tectonic hazards and the key features.

Plate boundary Hazards Key features (direction of plate margin, type of plate,

Convergent - Subduction

Divergent

Convergent -Collision

Transform

Case Study – Research Complete research into one of the following hazards and produce a comprehensive case study with photographs and maps to support your research:

● Volcanic Eruption – Eyjafjallajokull, Iceland 2010

https://www.bgs.ac.uk/research/volcanoes/icelandic_ash.htmlw

● Earthquake – Haiti, New Zealand 2010

https://www.worldvision.org/disaster-relief-news-stories/2010-haiti-

earthquake-facts

For either hazard identify the cause, impacts (Social, Economic and Environmental) and

Management of the hazard.

Compulsory - Task 3 – Coastal Landscapes

thebritishgeographer.weebly.com/coastal-processes.html

1. There are 4 types of marine erosion. Find a detailed explanation of each: a. Corrasion (Abrasion): b. Attrition: c. Corrosion (Solution): d. Hydraulic Pressure (Hydraulic Action):

2. Once material is eroded it is transported along the coast in 4 ways. Find out what

solution, suspension, saltation and traction mean. Write and draw a diagram to explain

3. When material is moved laterally (sideways) along the coast it is called longshore

drift. Draw an accurate diagram of how longshore drift works, and write detailed labels to explain each step.

4. The above are all known as marine processes. This is because they are done by the

action of the sea. Some processes occur on the coast that are not done by the sea. These are known as sub-aerial processes and include weathering and mass movement. Try to find out about the type of weathering and mass movement that happen in coastal areas and create a detailed mind map.

5. Coastal erosion creates different landforms and features. Examples of these include:

cliffs, caves, arches, stacks and stumps, and wave cut-notches and platforms. Give a detailed description of how a stump is formed.

6. Headlands and bays can form when differential erosion occurs. Find out what

differential erosion means.

7. Differential erosion is clear to see on discordant coastlines. Explain in your own word show headlands and bays are formed on discordant coastlines:

The Jurassic Coastline in Dorset is one of the most famous stretches of coastline in terms of landforms and features. https://jurassiccoast.org/ Your task is to research this stretch of coastline to create a case study. You will need to include photos and annotated maps to identify the different features along this stretch of coastline and start to explain how and why the different landforms are created.

Compulsory - Task 4 – Globalisation

Globalisation is the process by which people, culture, finance, goods and information

transfer between countries with few barriers.

Your task is to research the numerous players, attitudes and actions that have been

responsible for promoting globalisation and to assess the winners and losers in increased

globalisation.

Answer the following three questions using the links below

1. What is globalisation

2. What are the causes of globalisation?

3. What factors have caused globalisation to speed up?

https://geographyrevisionalevel.weebly.com/31a-what-is-globalisation.html

https://www.economicshelp.org/blog/401/trade/what-caused-globalization/

https://www.tutor2u.net/geography/reference/globalisation-benefits-and-costs-of-

interdependency

1. Who are these Organisations and what role do they play in globalisation?

2. How do global trading blocs affect globalisation, how many blocs are these and how important

are they in global trade?

3. What role do TNCs play in the globalisation process?

4. Why are the benefits of globalisation not equal? What are the barriers to globalisation?

5. What are the main arguments against globalisation?

6. To what extent was the spread of this caused by globalisation and to what extent is the cure

reliant on globalisation?

Compulsory - Task 5 – Regenerating Places

The following are questions that you should properly research and write detailed notes. You

can display your notes how you want in the spaces, try to make it neat, easy to read and

interesting. You should use several sources to construct your answer to each question.

There is lots of useful information online, there are some websites below to help you get

started.

https://intranet.royalhospitalschool.org/geography/pupil-resources/legacy-gcse-

2016/year-10-archive-gcse/changing-uk-settlements/case-study-london-docklands

http://www.markedbyteachers.com/as-and-a-level/geography/london-docklands-

decline-and-re-generation.html

http://www.cornwallheritagetrust.org/discover/industry-in-cornwall/

http://www.markedbyteachers.com/as-and-a-level/geography/case-study-of-

deprivation-in-a-rural-area-cornwall.html

https://www.newstatesman.com/politics/welfare/2016/02/real-cornwall-county-

poorer-lithuania-and-hungary

Case Study 1: Changing Industry in The London Docklands Find out about industry in the London Docklands since the industrial revolution to the present. Your research should include a description and explanation of the changing industry in the area. It should include information about the growth of industry in the area in the 1800s, the causes and consequences of the decline of these industries, and any attempts to attract new industry to the area/any regeneration projects from the 1980s to present. This should include the London Olympics in 2018 Case Study 2: Changing Industry in Cornwall Find out about Cornwall since the industrial revolution to the present. Your research should include a description and explanation of the changing industry in the area. It should include information about the types of industry in the area in the 1800s, the causes and consequences of decline in these industries, and any attempts to attract new industry to the county and/or regeneration projects since 1990s. This should include the Eden project

Here is an example of a

detailed and successful A-Level

case study of Cornwall

produced by a Dixons Sixth

Form Academy Student.

Compulsory - Geography Essay Challenge

I am looking for thoughtful and well argued responses to the question Is it better for the

world to be wealthier or to be more equal?

The internationally agreed Sustainable Development Goal (SDG) 1 identifies a target of

eradicating extreme poverty for all people everywhere by 2030, and SDG 10 focuses on

reducing inequalities. Recent decades have seen an unprecedented reduction in the

proportion of the world’s population living in absolute poverty, with the global rate of

poverty being halved since 2000. However, this has taken place amidst growing rates of

inequality and one in 10 people in developing regions are still living with their families on

less than the international poverty line of US$1.90 a day.

Criteria

A clear essay which is well evidenced and argues for a point of view

Submissions which do not exceed the word limit of 800 words

Referenced sources of information and data

Once you have written your answer please email it to dheaton@dixons6a.com. There will be

a prize for the winner!

Optional - Stretching your learning further

1. China’s Special Economic Zones: an analysis of policy to reduce regional disparities

An open access research paper – Create a 10 Point Fact File once you have read the article

https://www.tandfonline.com/doi/full/10.1080/21681376.2018.1430612

Despite being an academic publication, the language used is accessible with a clear

structure to the paper. This paper explains how the implementation of SEZs has led to

prosperity in the coastal regions of China but created additional economic disparity

between regions. It is therefore proposed that the SEZs are extended or set up in different

parts of the country- in order to close the economic gaps. Thus, for students learning about

China’s SEZs as a government action to encourage globalisation, this paper is excellent for

extending their knowledge.

2. Is it time to retire the term ‘developing country’?

Prospect magazine article – Create a 10 Point Fact File once you have read the article

https://www.prospectmagazine.co.uk/world/is-it-time-to-retire-the-term-developing-

country-wto-united-nations-global-inequality

Published in December 2019, this up to date article discusses the nebulous term and the

reasons why some of the largest economies in the world are keen to hold onto the

classification of a ‘developing country’. Much of the information in this article will be new to

A-Level students thus giving them a new perspective on the concept of development and

taking them beyond the classifications used in their A-Level course.

3. 50 Things That Made the Modern Economy: Shipping Container

BBC Podcast.

https://www.bbc.co.uk/sounds/play/p04g1ddh

In this podcast by the BBC News World Service, the fundamental importance of the shipping

container in the global economy is discussed in detail. Whilst students study

containerisation briefly as a means of accelerating globalisation, it is likely that you don’t

dwell on the significance of this humble metal box for long. For students wanting to go

beyond the specification, it is fascinating to consider just how essential container shipping is

for their way of life- for the cheap consumer goods and the ‘just- in-time’ supply chains.

Students could make notes on the following three questions:

What were the challenges before containerisation?

Why was containerisation not welcomed at first?

What has containerisation enabled?

4. World Trade Explorer: How does the UK trade with the rest of the world?

Interactive data tool.

https://www.ons.gov.uk/businessindustryandtrade/internationaltrade/articles/worldtradee

xplorer/2019-07-24

This interactive data tool from the ONS helps student to understand how the UK trades with

the rest of the world. When a country is selected, the total UK trade is shown as well as the

goods balance and services balance. In terms of studying globalisation, this world trade

explorer goes some way to showing students the complexity of the global economy and is

fascinating to explore. Some tasks that could be set for students include the following.

Before using the tool:

Can you name 3 countries that you think the UK might have a trade deficit with? (we

import more than we export).

For each country, why do you think this?

Can you name 3 countries that you think the UK might have a trade surplus with?

(we export more than we import).

For each country, why do you think this?

Using the tool:

Explore the trade relationship with the following countries (all discussed in the

globalisation topic) and make notes on what you find: China, America, North Korea,

India, and Chad.

5. What makes Delhi’s air so deadly?

Vox video.

https://www.youtube.com/watch?v=bVzvZxW5n2Q

The Vox video channel, available on Youtube, has been much-celebrated as an A-Level

resource owing to the wide array of topics covered. It is well worth looking through the

videos and selecting those relevant to your A-Level teaching. This particular one is useful for

thinking more critically about air pollution. The specification discusses air pollution as a

negative environmental impact of globalisation and Delhi is often used as an example of a

city whose air is particularly deadly but have students considered the array of different

conditions that combine to cause such deadly air? This video explains that, encouraging

synoptic and critical thinking and thus going beyond the specification.

Further reading list

https://www.internetgeography.net/wider-reading-in-geography/#top

https://www.goodreads.com/shelf/show/geography

https://www.bookscrolling.com/the-best-geography-books-of-all-time/

HE & Careers

Geography graduates are very employable, with the skills, knowledge and understanding

gained during a geography degree held in high regard by employers. The nature of working

lives is changing. It is less likely that you will spend all of your working life in one

organisation or even in the same sector. If your career path is to be varied, you will need

transferable skills and flexibility. Geography provides you with these.

For more information about study a Geography degree please follow the following links

www.thecompleteuniversityguide.co.uk/league-tables/rankings/geography-and-environmental-science www.rgs.org/geography/studying-geography-and-careers/geography-at-university/ Ucas.com Prospects.ac

Geography graduates have one of the highest rates of graduate employment, pursuing a wide range of career paths. It’s often said that there is no such thing as a geography job; rather there are multiple jobs that geographers do. https://www.rgs.org/geography/choose-geography/careers/

https://www.rgs.org/schools/teaching-resources/going-places-with-geography-brochure/

Key Terminology Tectonics

Asthenosphere - The upper mantle layer of the Earth. It is semi-molten and approximately

2000km wide.

Continental Crust - Crust that forms the continents of the lithosphere, on average 35km

thick.

Continental Drift - The movement of tectonic plates, due to varying weights of crust. It was

originally thought that convection currents caused the movement of the plates, but now

Slab Pull is thought of as the primary driving force.

Convection Currents - The circulation of magma within the mantle (asthenosphere). Magma

is heated by radioactive processes in the core and cools at the surface, and so circulates

between the two places.

Epicentre – The point on the surface, directly above the earthquake's origin.

Focus – The place in the crust where the pressure/seismic energy is released.

Lithosphere - The upper crust of the Earth (average thickness = 100km).

Mid-Ocean Ridge - Parting oceanic plates at a constructive plate boundary creates a ridge,

with new land at the base of the oceanic valley.

Oceanic Crust - Crust, usually thinner than continental crust, that forms the sea floor. It is on

average 7km thick.

Paleomagnetism - The alternating polarisation of new land created. As magma cools, the

magnetic elements within will align with the Earth’s magnetic field, which can alternate over

thousands of years.

Seismic Waves - The energy released during an earthquake, in the form of Primary,

Secondary, Love and Rayleigh Waves.

Slab Pull - The force contributing to the movement of tectonic plates. Slab Pull is due to the

weight of the plate.

Subduction - Oceanic plate is forced below continental plate, due to the oceanic plate being

more dense than the continental plate.

Coastal Landscapes

Abrasion - A form of erosion where loose material and sediment ‘sandpapers’ the walls and

floors of the river, cliff or glacier. Also known as attrition.

Coastal Recession - The retreat of a coastline due to erosion, sea-level rise or submergence.

Concordant Coast - A coastline where bands of alternate geology run parallel to the coast.

Corrasion - A form of mechanical erosion where material and sediment in the sea is flung at

the cliff-face as waves break against it, this breaks up the rocks making up the cliff.

Corrosion - The weak acid in seawater and some types of seaweed react with particular rock

minerals, causing erosion and weakening.

Discordant Coast - A coastline where bands of alternate geology run perpendicular to the

shore.

Fetch - The length of water over which the wind has travelled.

Freeze Thaw - A form of physical sub-aerial weathering where water freezes in the cracks of

a rock, expands and enlarges the crack. This weakens the rock overtime leaving it more open

to erosion.

Geology - The physical structure and arrangement of a rock.

Glacial Erosion - The removal of loose material by glacier ice, involving plucking, abrasion,

crushing and basal meltwater.

Hydraulic Action - The pressure of compressed air forced into cracks in a rock face will cause

the rock to weaken and break apart.

Longshore Drift - The transportation of sediment along a beach. Longshore Drift is

determined by the direction of the prevailing wind.

Mass Movement - Where there is a large downhill movement of material usually from a cliff-

face. Here, the rock is often weak due to erosion and the movement is caused by gravity.

Saltation - A form of transportation where smaller sediment bounces along the sea bed

pushed by currents. This sediment is too heavy to be picked up by the flow of the water.

Subaerial Processes - The combination of mass movement and weathering that affects the

coastal land above sea.

Till - Deposits of angular rock fragments in a finer medium.

Wave Quarrying - When air is trapped and compressed against a cliff which causes rock

fragments to break off the cliff over time

Globalisation

Containerisation - A logistical system of transporting goods in steel containers (each carrying

25000kg of goods).

Cultural Diffusion - The spread of cultural beliefs and social activities into different cultures.

Cultural Erosion - The reduction of a culture due to globalisation.

Deindustrialisation - A reduction in industrial capacity, leading to social and economic

change within a region

Diaspora – ‘To scatter about’ - People displaced from their homeland, voluntarily or forced.

Foreign Direct Investment (FDI) - An investment by one country or business with an interest

in another country.

Globalisation - The growing interdependence of countries through cross-border transactions

(capital, technology, migration, knowledge, culture, etc).

Glocalisation - The adaptation of a good offered by a TNC to suit a local market.

International Bank for Reconstruction & Development (IBRD) and World Bank Group (WBG) -

Both offer loans and temporary financial assistance to developing countries.

International Monetary Fund (IMF) - A fund of 189 member countries with the aim to aid

each other to achieve financial stability and provide loans for development.

Liberalisation – A reduction in government control within industry, creating opportunity for

greater participation from private businesses and TNCs within an industry.

Privatisation - When national public services become owned by private businesses.

Special Economic Zones (SEZ) - Regions where the government offer incentives to attract

industry.

Transnational Company (TNC) - A company which operates in different countries to where

they are originally based.

Trade Bloc - A group of countries that act together to promote trade and a free movement

of goods/services between member states.

World Trade Organisation (WTO) - Members seek substantial reductions on tariffs and trade

barriers and the elimination of preferences on a mutually advantageous basis.

Regenerating Places

Agriculture Based Regeneration - The focus of regeneration is to help local farms produce

extra revenue such as creating farm shops, building the reputation of local produce and

starting local farm attractions (maze mazes, muddy assault courses, tractor trailer rides etc.)

Counter Urbanisation - An increase in the proportion of a population living within rural

areas, due to migration from urban to rural regions.

Cultural Erosion - The loss of a culture, resulting in a change in ideas or disregard for

traditions.

Degeneration - The decline of a region over time, due to insufficient funds, outward

migration and declining quality of life for residents.

Deindustrialisation - A reduction in industrial capacity, leading to social and economic

change within a region.

Environmental Regeneration - The focus of regeneration is to restore and maintain natural

environments such as woodlands, beaches and national parks.

Gentrification - Renovation of older/deteriorating buildings or areas with the aim of

attracting high-income individuals or elite businesses to a place.

Inequality - Differences in income, well-being and wealth between individuals, communities

and society.

Leisure-led Regeneration - The focus of regeneration is to attract tourists or improve the

social quality of life (sports & activities, attractions, etc.).

Non-Agricultural Based Regeneration - The focus of regeneration is to produce revenue for

rural businesses (e.g. Tea Rooms, Paintballing, Historic Attractions).

Rebranding - Creating a new look or reputation for an area.

Retail-led Regeneration - The focus of regeneration is to attract shops to high streets and

markets, and to establish warehouses and logistical hubs for TNCs.

Rural Decline - Reduction in population in rural areas, leading to reduced services and

government spending for that region.

Culture-led Regeneration - The focus of regeneration is to enhance historic or cultural

attractions of an area such as opening stately homes and building a reputation based on

famous residents

Stakeholder - An individual with interest and influence within their community (residents,

local businesses, farmers, NGOs).

Social Clustering - Groups of people with similar background frequently living together.

Urbanisation - An increase in the proportion of a population living within urban areas.

Urban Resurgence - Also known as re-urbanisation, urban resurgence is the movement of

people back to an area which was previously in decline. This influx of people and investment

further improves the social, economic and environmental conditions of urban areas.