This document discusses the impacts of climate change on tourism. It notes that climate change is causing more frequent extreme weather events like heat waves, heavy rains, and droughts. This is already damaging some tourist attractions and could destroy popular tourist resorts. Specifically for Hungary, climate change may lengthen the tourist season but could reduce winter sports tourism as winters become milder. The biggest problem for tourism is that famous attractions can be destroyed by climate change effects, reducing the number of tourist sights and destinations in affected areas. The EU is calling for collective action to address climate change through reducing energy use and increasing recycling.
This document summarizes key findings from the Intergovernmental Panel on Climate Change's Fifth Assessment Report regarding the implications of climate change for the tourism sector. Rising global temperatures are projected to have numerous direct and indirect impacts on tourism by reducing the attractiveness of many destinations and affecting tourism operations through extreme weather and water availability issues. Specific tourism sub-sectors like winter sports and coastal areas are especially at risk. The tourism sector accounts for 3.9-6% of global CO2 emissions and its emissions are projected to grow substantially by 2035 without mitigation efforts. Adaptation strategies exist but high emissions scenarios may overwhelm adaptation capabilities.
Climate change will have significant economic and social consequences through increased economic losses, widening inequality, and creating climate refugees. It will also threaten tourism industries that depend on predictable weather conditions like beach and winter sports. Rising sea levels and desertification are projected to damage coastal regions and safari tourism in Africa. A university study aims to understand climate change's various impacts on tourism to help the industry adapt.
David Rayner has produced a most excellent video to raise awareness of Geography. Many teachers will find it useful.
http://www.digitalgeography.co.uk/archives/2008/02/geography-matters-video/
This document provides information about why students should choose geography as a subject. It highlights that geography fosters transferable skills valued by employers like problem solving and critical thinking. It also emphasizes that geography allows students to understand the world through hands-on fieldwork and encourages flexible thinking about issues like sustainability and development. The document then lists various career paths available to geography graduates in fields like conservation, tourism, weather, mapping, urban planning and more.
This document provides information about the GCSE Geography course offered at Abbeyfield School, including example careers of people who studied Geography, the skills developed in the course, exam board and structure, topics covered, and reasons for choosing Geography. The course covers both physical and human geography topics like weather, climate, rivers, coasts, urban issues, development, and industry. Students are assessed through two exams and a controlled assessment consisting of a fieldwork study and cross-unit task.
This document provides an overview of the GCSE Geography course offered at Matravers School. It outlines the key units that will be studied, including climate and the environment, water and landforms, and people and their interaction with work, development and places. It describes the life skills that will be developed through independent enquiry, teamwork, problem solving and use of data. Assessment includes controlled assessments, cross-unit tasks and exams. Reasons for choosing Geography include an interest in understanding the world, a willingness to work hard, and an interest in related topics like business and ICT.
1) GCSE Geography teaches essential life skills like teamwork, problem solving, and data analysis through topics like environmental issues, globalization, and urban development.
2) The course involves two written exams and a controlled assessment project, with questions assessing knowledge of both physical and human geography.
3) Studying geography leads to a variety of career paths and further education opportunities, and geography graduates have high employment rates due to their valuable skill set.
This document discusses the impacts of climate change on tourism. It notes that climate change is causing more frequent extreme weather events like heat waves, heavy rains, and droughts. This is already damaging some tourist attractions and could destroy popular tourist resorts. Specifically for Hungary, climate change may lengthen the tourist season but could reduce winter sports tourism as winters become milder. The biggest problem for tourism is that famous attractions can be destroyed by climate change effects, reducing the number of tourist sights and destinations in affected areas. The EU is calling for collective action to address climate change through reducing energy use and increasing recycling.
This document summarizes key findings from the Intergovernmental Panel on Climate Change's Fifth Assessment Report regarding the implications of climate change for the tourism sector. Rising global temperatures are projected to have numerous direct and indirect impacts on tourism by reducing the attractiveness of many destinations and affecting tourism operations through extreme weather and water availability issues. Specific tourism sub-sectors like winter sports and coastal areas are especially at risk. The tourism sector accounts for 3.9-6% of global CO2 emissions and its emissions are projected to grow substantially by 2035 without mitigation efforts. Adaptation strategies exist but high emissions scenarios may overwhelm adaptation capabilities.
Climate change will have significant economic and social consequences through increased economic losses, widening inequality, and creating climate refugees. It will also threaten tourism industries that depend on predictable weather conditions like beach and winter sports. Rising sea levels and desertification are projected to damage coastal regions and safari tourism in Africa. A university study aims to understand climate change's various impacts on tourism to help the industry adapt.
David Rayner has produced a most excellent video to raise awareness of Geography. Many teachers will find it useful.
http://www.digitalgeography.co.uk/archives/2008/02/geography-matters-video/
This document provides information about why students should choose geography as a subject. It highlights that geography fosters transferable skills valued by employers like problem solving and critical thinking. It also emphasizes that geography allows students to understand the world through hands-on fieldwork and encourages flexible thinking about issues like sustainability and development. The document then lists various career paths available to geography graduates in fields like conservation, tourism, weather, mapping, urban planning and more.
This document provides information about the GCSE Geography course offered at Abbeyfield School, including example careers of people who studied Geography, the skills developed in the course, exam board and structure, topics covered, and reasons for choosing Geography. The course covers both physical and human geography topics like weather, climate, rivers, coasts, urban issues, development, and industry. Students are assessed through two exams and a controlled assessment consisting of a fieldwork study and cross-unit task.
This document provides an overview of the GCSE Geography course offered at Matravers School. It outlines the key units that will be studied, including climate and the environment, water and landforms, and people and their interaction with work, development and places. It describes the life skills that will be developed through independent enquiry, teamwork, problem solving and use of data. Assessment includes controlled assessments, cross-unit tasks and exams. Reasons for choosing Geography include an interest in understanding the world, a willingness to work hard, and an interest in related topics like business and ICT.
1) GCSE Geography teaches essential life skills like teamwork, problem solving, and data analysis through topics like environmental issues, globalization, and urban development.
2) The course involves two written exams and a controlled assessment project, with questions assessing knowledge of both physical and human geography.
3) Studying geography leads to a variety of career paths and further education opportunities, and geography graduates have high employment rates due to their valuable skill set.
1) GCSE Geography teaches essential life skills like teamwork, problem solving, and communication while covering important topics about the environment, globalization, and urban/rural changes.
2) The course involves two written exams and a controlled assessment project involving fieldwork. Exams cover both physical and human geography.
3) Studying geography leads to a variety of career paths and has one of the best employment rates of university subjects. Geography graduates gain skills valued by employers.
Coasts provide important economic and environmental resources:
- They attract tourism which brings income and jobs in hotels, shops, and activities like water sports.
- Fishing and trade through ports also generate income and employment.
- Rare coastal habitats support biodiversity and tourism, further boosting local economies.
This document provides an overview of the Collins "In Maps" Atlas scheme, which is designed to teach geography in primary schools in accordance with the UK National Curriculum. It discusses how the atlas covers physical and human geography of the UK and world, as well as history, citizenship, environmental issues, and mathematics. Key topics covered in the atlas include landscapes, rivers, weather, cities, transport, farming, and sustainability. The atlas aims to develop students' geographical skills and concepts through its structured presentation of information and inclusion of activities.
1. The document discusses the A-Level Geography course offered at Abbeyfield School, including the content and structure of the course, future career options for geographers, and how students will be assessed.
2. The course covers both physical and human geography topics, including coastal, river, cold, and arid environments as well as managing urban and rural change, energy issues, and tourism. Students complete individual research and fieldwork.
3. Geography skills are developed and assessed through exams requiring data response and extended writing. The course aims to be thought-provoking and help students exceed their own expectations.
Year 11 exam info revision guide 2015 (OCR B)cranbrookgeog
This document provides information about upcoming geography exams for a student, including:
- Details of two exams - the SDME exam covering economic development topics on May 19, and the Geographical Themes exam covering rivers/coasts, natural hazards, and population/settlement on June 3.
- Links to revision resources like past papers, syllabus information, and revision guides.
- Case study examples and topics to revise for the exam questions on rivers/coasts, population/settlement, and natural hazards.
Cardiff Case Studies - Afternoon Presentationcplan
Street vendors provide an important source of employment in developing world cities where formal job opportunities are limited. A study of informal vendors in Cusco, Peru found that most were women selling perishable goods to meet basic needs. While informal vending provides income, it marginalizes vulnerable groups and vendors have little protection or benefits. The sector plays a key role in the local economy but also reflects social and economic inequalities.
Newcastle upon Tyne has been chosen as one of two pilots in England to develop a new 'green map' of action by local communities to tackle climate change. The map will be an online internet resource that will help anyone interested find out what is going on in their area and how they can get involved.
The project has been funded by the Green Alliance and is being led by Mapping for Change (www.mappingforchane.org.uk) in partnership with Newcastle Council for Voluntary Services
The map will also help show national organisations just how m,uch is going on at the local level in areas such as North Dorset, and the aim is this will help make more funding and support available.
The document summarizes information presented at a Cornwall HE Advisers' Day about studying geography at university. It discusses why study geography, what students will learn, how they will learn, typical course structure, career opportunities, and how to choose and apply to a geography program. Key points include that geography students study human and physical environments and processes across different scales, gain skills in research, analysis, and teamwork, and have opportunities for field study and overseas trips. Careers include areas like development, sustainability, business, and research. Successful applications require knowing program requirements and one's interests and having strong grades.
Capilano university program-guide 2016 -2017 iamprosperous
The document is a program guide for Capilano University that provides information about the university and its programs. It describes Capilano University as a vibrant university located in North Vancouver with stunning natural surroundings and close proximity to downtown Vancouver. It emphasizes Capilano University's approach to hands-on, practical learning that prepares students well for their careers. The guide provides details on the various credentials offered, including bachelor's degrees, diplomas, certificates, and continuing education programs across different faculties like Arts & Sciences, Business, Education, and Fine & Applied Arts.
The universities from Canada are preferred by more than 130,000 international students yearly. Offering a high-quality teaching system, Canada is also rich in possibilities and cultures. Research, scientific publications and international collaborations are three of the aspects that Canada and its universities focus on. for more details please visit our website http://newedgecs.com
The document discusses the GCSE Geography course and its benefits. It covers several key points:
1) Geography helps students understand the changing world and prepares them with skills like problem-solving, communication, and flexibility.
2) Geography graduates have strong employment prospects because the subject combines knowledge of science and arts. The skills gained are valuable for many careers.
3) The GCSE course covers topics like climate change, tourism, population change, and urban development. It aims to make students socially, economically and environmentally aware.
Geography teaches important skills like problem solving, critical thinking, and understanding global issues and cultural diversity that are valuable for navigating an increasingly interconnected world. Studying geography covers topics from the environment and sustainability to economics and human behavior. Geography graduates are highly employable with transferable skills in data analysis, communication, and spatial awareness that allow them to pursue diverse career paths in fields like tourism, conservation, engineering, and urban planning.
- GCSE Geography covers a wide range of topics including population, hazards, resources, water, settlements, industry, coasts, tourism, and fieldwork.
- Students will learn useful facts, map skills, environmental responsibility, and fieldwork techniques.
- The course focuses on human and physical geography relationships and issues. Students examine topics like population change, tectonic hazards, energy resources, water supply, and coastal impacts.
- GCSE Geography covers a wide range of topics including population, hazards, resources, water, settlements, industry, coasts, tourism, and fieldwork.
- Students will learn useful facts, map skills, environmental responsibility, and fieldwork techniques.
- The course focuses on human and physical geography relationships and issues. Students examine topics like population change, tectonic hazards, energy resources, water supply, and coastal impacts.
- GCSE Geography covers a wide range of topics including population, hazards, resources, water, settlements, industry, coasts, tourism, and fieldwork.
- Students will learn useful facts, map skills, environmental responsibility, and fieldwork techniques.
- The course focuses on human and physical geography relationships and issues. Students examine topics like population change, tectonic hazards, energy resources, water supply, and coastal impacts.
Keeping the main thing the main thing raising attainment at ks4David Rogers
Talk given at EACT Academy Geography session considering the new curriculum and middle / subject leadership. Session delivered as a consultant for the Geographical Association.
The document provides an overview of the Collins World in Maps atlas scheme, which is designed to teach geography concepts through thematic atlas pages, activities, and links to other subject areas like history, citizenship, and mathematics. Key features of the atlas include descriptions of places around the world, how places are interconnected, issues of global citizenship and environmental problems, and incorporating historical perspectives. The themes, activities, and approach aim to help students develop knowledge of the world based on the national curriculum.
Making connections between primary and secondary classroomsDavid Rogers
Slides to support a workshop delivered at the Geographical Association's Conference in April 2016. Exploring the links between primary and secondary classrooms
This document provides an overview of the GCSE Geography course. It discusses what geography is, how it is a useful subject to study, and how the course will be assessed. Geography covers important global issues like climate change, natural disasters, migration and resource use. Students will develop research, writing and critical thinking skills. The course includes fieldwork, lessons, assessments and feedback to support learning. Geography is a flexible subject that can lead to a wide range of careers in areas like engineering, environmental work, tourism and more.
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
Revision techniques for students 2018 v3David Drake
The document provides several revision techniques for exams, including:
1) Self-quizzing using knowledge organizers or revision guides using the Leitner method or Pomodoro technique.
2) Creating videos, mind maps, or sticky notes to summarize key points.
3) Forming study groups to do pub quizzes, picture associations, or term reviews against a clock to test understanding.
1) GCSE Geography teaches essential life skills like teamwork, problem solving, and communication while covering important topics about the environment, globalization, and urban/rural changes.
2) The course involves two written exams and a controlled assessment project involving fieldwork. Exams cover both physical and human geography.
3) Studying geography leads to a variety of career paths and has one of the best employment rates of university subjects. Geography graduates gain skills valued by employers.
Coasts provide important economic and environmental resources:
- They attract tourism which brings income and jobs in hotels, shops, and activities like water sports.
- Fishing and trade through ports also generate income and employment.
- Rare coastal habitats support biodiversity and tourism, further boosting local economies.
This document provides an overview of the Collins "In Maps" Atlas scheme, which is designed to teach geography in primary schools in accordance with the UK National Curriculum. It discusses how the atlas covers physical and human geography of the UK and world, as well as history, citizenship, environmental issues, and mathematics. Key topics covered in the atlas include landscapes, rivers, weather, cities, transport, farming, and sustainability. The atlas aims to develop students' geographical skills and concepts through its structured presentation of information and inclusion of activities.
1. The document discusses the A-Level Geography course offered at Abbeyfield School, including the content and structure of the course, future career options for geographers, and how students will be assessed.
2. The course covers both physical and human geography topics, including coastal, river, cold, and arid environments as well as managing urban and rural change, energy issues, and tourism. Students complete individual research and fieldwork.
3. Geography skills are developed and assessed through exams requiring data response and extended writing. The course aims to be thought-provoking and help students exceed their own expectations.
Year 11 exam info revision guide 2015 (OCR B)cranbrookgeog
This document provides information about upcoming geography exams for a student, including:
- Details of two exams - the SDME exam covering economic development topics on May 19, and the Geographical Themes exam covering rivers/coasts, natural hazards, and population/settlement on June 3.
- Links to revision resources like past papers, syllabus information, and revision guides.
- Case study examples and topics to revise for the exam questions on rivers/coasts, population/settlement, and natural hazards.
Cardiff Case Studies - Afternoon Presentationcplan
Street vendors provide an important source of employment in developing world cities where formal job opportunities are limited. A study of informal vendors in Cusco, Peru found that most were women selling perishable goods to meet basic needs. While informal vending provides income, it marginalizes vulnerable groups and vendors have little protection or benefits. The sector plays a key role in the local economy but also reflects social and economic inequalities.
Newcastle upon Tyne has been chosen as one of two pilots in England to develop a new 'green map' of action by local communities to tackle climate change. The map will be an online internet resource that will help anyone interested find out what is going on in their area and how they can get involved.
The project has been funded by the Green Alliance and is being led by Mapping for Change (www.mappingforchane.org.uk) in partnership with Newcastle Council for Voluntary Services
The map will also help show national organisations just how m,uch is going on at the local level in areas such as North Dorset, and the aim is this will help make more funding and support available.
The document summarizes information presented at a Cornwall HE Advisers' Day about studying geography at university. It discusses why study geography, what students will learn, how they will learn, typical course structure, career opportunities, and how to choose and apply to a geography program. Key points include that geography students study human and physical environments and processes across different scales, gain skills in research, analysis, and teamwork, and have opportunities for field study and overseas trips. Careers include areas like development, sustainability, business, and research. Successful applications require knowing program requirements and one's interests and having strong grades.
Capilano university program-guide 2016 -2017 iamprosperous
The document is a program guide for Capilano University that provides information about the university and its programs. It describes Capilano University as a vibrant university located in North Vancouver with stunning natural surroundings and close proximity to downtown Vancouver. It emphasizes Capilano University's approach to hands-on, practical learning that prepares students well for their careers. The guide provides details on the various credentials offered, including bachelor's degrees, diplomas, certificates, and continuing education programs across different faculties like Arts & Sciences, Business, Education, and Fine & Applied Arts.
The universities from Canada are preferred by more than 130,000 international students yearly. Offering a high-quality teaching system, Canada is also rich in possibilities and cultures. Research, scientific publications and international collaborations are three of the aspects that Canada and its universities focus on. for more details please visit our website http://newedgecs.com
The document discusses the GCSE Geography course and its benefits. It covers several key points:
1) Geography helps students understand the changing world and prepares them with skills like problem-solving, communication, and flexibility.
2) Geography graduates have strong employment prospects because the subject combines knowledge of science and arts. The skills gained are valuable for many careers.
3) The GCSE course covers topics like climate change, tourism, population change, and urban development. It aims to make students socially, economically and environmentally aware.
Geography teaches important skills like problem solving, critical thinking, and understanding global issues and cultural diversity that are valuable for navigating an increasingly interconnected world. Studying geography covers topics from the environment and sustainability to economics and human behavior. Geography graduates are highly employable with transferable skills in data analysis, communication, and spatial awareness that allow them to pursue diverse career paths in fields like tourism, conservation, engineering, and urban planning.
- GCSE Geography covers a wide range of topics including population, hazards, resources, water, settlements, industry, coasts, tourism, and fieldwork.
- Students will learn useful facts, map skills, environmental responsibility, and fieldwork techniques.
- The course focuses on human and physical geography relationships and issues. Students examine topics like population change, tectonic hazards, energy resources, water supply, and coastal impacts.
- GCSE Geography covers a wide range of topics including population, hazards, resources, water, settlements, industry, coasts, tourism, and fieldwork.
- Students will learn useful facts, map skills, environmental responsibility, and fieldwork techniques.
- The course focuses on human and physical geography relationships and issues. Students examine topics like population change, tectonic hazards, energy resources, water supply, and coastal impacts.
- GCSE Geography covers a wide range of topics including population, hazards, resources, water, settlements, industry, coasts, tourism, and fieldwork.
- Students will learn useful facts, map skills, environmental responsibility, and fieldwork techniques.
- The course focuses on human and physical geography relationships and issues. Students examine topics like population change, tectonic hazards, energy resources, water supply, and coastal impacts.
Keeping the main thing the main thing raising attainment at ks4David Rogers
Talk given at EACT Academy Geography session considering the new curriculum and middle / subject leadership. Session delivered as a consultant for the Geographical Association.
The document provides an overview of the Collins World in Maps atlas scheme, which is designed to teach geography concepts through thematic atlas pages, activities, and links to other subject areas like history, citizenship, and mathematics. Key features of the atlas include descriptions of places around the world, how places are interconnected, issues of global citizenship and environmental problems, and incorporating historical perspectives. The themes, activities, and approach aim to help students develop knowledge of the world based on the national curriculum.
Making connections between primary and secondary classroomsDavid Rogers
Slides to support a workshop delivered at the Geographical Association's Conference in April 2016. Exploring the links between primary and secondary classrooms
This document provides an overview of the GCSE Geography course. It discusses what geography is, how it is a useful subject to study, and how the course will be assessed. Geography covers important global issues like climate change, natural disasters, migration and resource use. Students will develop research, writing and critical thinking skills. The course includes fieldwork, lessons, assessments and feedback to support learning. Geography is a flexible subject that can lead to a wide range of careers in areas like engineering, environmental work, tourism and more.
Similar to GCSE Geography @ Abbeyfield from 2009 (20)
Revision techniques in lessons ddr july 2019David Drake
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
Revision techniques for students 2018 v3David Drake
The document provides several revision techniques for exams, including:
1) Self-quizzing using knowledge organizers or revision guides using the Leitner method or Pomodoro technique.
2) Creating videos, mind maps, or sticky notes to summarize key points.
3) Forming study groups to do pub quizzes, picture associations, or term reviews against a clock to test understanding.
This document discusses effective questioning strategies for teachers. It begins by stating that questioning is a key part of the teaching and learning process. It then discusses that teachers can improve their questioning by focusing on question types and strategies. The document separates questions into lower-order and higher-order types. It provides examples of both. Finally, it offers quick strategies teachers can use to improve their questioning, such as increasing wait time, eliminating hands up, think-pair-share, and using mini whiteboards for responses.
The triangular slave trade worked by British ships transporting goods from Europe to West Africa, where they acquired slaves. The ships then carried the enslaved Africans across the Atlantic Ocean to the Americas, where the slaves were sold. The ships then returned to Europe carrying goods like sugar and tobacco. Conditions on the slave ships were terrible, with millions of Africans dying before and during the grueling Middle Passage. Planters, merchants, ship owners, and those in related industries benefited most economically from the slave trade. Abolitionists like William Wilberforce and campaigns showing the horrors of the slave trade helped end the practice, with Britain officially abolishing the slave trade in 1807.
The document provides instructions for making both a 12-hour and 24-hour clock using paper plates. It describes how to divide the plates into the appropriate time increments and write in the numbers. Color-coded pens are used to notate the minutes and times. The second plate has only its center glued to allow for rotation of the top plate hands. Numbers are written around the edge to create the 24-hour clock. Once completed, the clock can be personalized with decorations.
The document provides instructions for making both a 12-hour and 24-hour clock using paper plates. It explains how to divide the plates into the appropriate number sections and label them with the correct hour/minute markings. Strips of colored paper should then be used to label the hours from 1-12 on one plate and 13-24 on another, which are then attached together to create the full 24-hour clock. The clocks can be personalized by decorating them with themes of choice.
Quick and simple ways to utilise i pads in lessonsDavid Drake
This document provides practical ways to incorporate iPads into lessons with minimal preparation. It addresses common concerns like not all students having iPads by planning group activities. Starter, plenary, and extension ideas are presented that require little preparation, such as using annotation apps for image-based discussion questions or a QR code linking to a video. Apps like ShowMe, WordClouds and Explain Everything are suggested for interactive review and extension activities. Overall, the document advocates for incremental, routine use of iPads to enhance lessons without extensive new resource development.
Inclusion and differentiation in the classroomDavid Drake
This document discusses strategies for differentiation and inclusion in the classroom. It explains that differentiation is meeting students' individual needs through appropriate teaching methods within a group setting. It recommends using a mix of mastery tasks, which all students can achieve, and developmental tasks, which stretch higher-ability students. Mastery tasks involve knowledge and comprehension, can be achieved quickly, and ensure all students experience success. Developmental tasks are more difficult and dependent on prior learning. The document provides examples of each and suggests breaking down complex tasks into scaffolded steps using Bloom's Taxonomy as a learning ladder. It also discusses strategies for supporting student writing, such as writing frames, and ways to improve inclusion, such as using a variety of questioning techniques
UCAS applications - Introduction to students 2014David Drake
The document provides information about the UCAS application process for Year 12 students applying to university in the UK. It discusses key deadlines, including October 15th for applications to medicine/dentistry/veterinary science/Oxford and Cambridge and January 15th for all other courses. The document outlines the application steps, including choosing courses, completing the application form, writing a personal statement, and submitting the application through the school by the relevant deadline. It also provides tips and resources for researching options and preparing a competitive application.
This document provides information to help parents support their son or daughter through the university application process in the UK. It outlines the key steps in the UCAS application journey, including researching options, completing the application, writing a strong personal statement, and receiving and responding to offers. It also describes important application deadlines and explains the options for securing a place at university through confirmation, clearing, or adjustment. The overall goal is to help parents play a supportive role in guiding their child through higher education selection and application.
This document summarizes the options for students applying to Abbeyfield Sixth Form. It outlines three pathways: A-Level, Combined, and Access. The A-Level pathway requires 322 points and allows choice from 23 A-Level subjects. The Combined pathway requires 292 points and combines A-Levels with vocational qualifications. The Access pathway requires 200 points and focuses on vocational subjects. The document provides details on entry requirements, course options, and support available for each pathway. It also advertises an open evening on December 2013 to learn about subject options.
Studying effectively in sixth form requires going beyond just attending classes and doing homework. Students must take responsibility for building on lessons during study periods to be successful. Some effective ways to use study periods include rewriting notes using color; summarizing and organizing key points; researching topics more in depth; creating mind maps; forming study groups; using study periods to do homework; reading textbooks; and using revision websites and creating a live revision guide to add to after each lesson. The document emphasizes that taught lessons are just the starting point and students must be proactive during study periods to cement their knowledge for exams.
Revision techniques student version 2013David Drake
This document provides several techniques for revising for GCSE and A-Level exams, including:
1) Making videos to summarize key points using a whiteboard or paper in an animated style.
2) Repeatedly reducing notes into smaller and smaller summaries to focus on main points.
3) Writing important concepts on sticky notes to place around your environment for frequent review.
4) Using mind maps to organize information and harness your brain's full creative skills.
This document provides various revision techniques for students to use in preparing for exams. It suggests using sticky notes and posters around the room to remind students of important concepts. Mind mapping is recommended as a way to organize information and harness brain power. Exemplar materials and videos can demonstrate high quality answers. Other techniques include summarizing by reducing information in stages, filling in gaps in sample answers, identifying mistakes in sample answers, peer assessment, quizzes, and using mnemonics and imagery to remember concepts. The goal is to engage students through active recall and application of knowledge in different formats.
Inclusion and differentiation in geographyDavid Drake
This document discusses strategies for differentiation and inclusion in the geography classroom. It begins by defining differentiation as teachers selecting teaching methods to match individual student's learning strategies within a group situation. It then provides examples of using mastery and developmental tasks to ensure inclusion. Mastery tasks can be completed by all students and allow weaker learners to succeed, while developmental tasks stretch stronger students. Using a learning ladder breaks down difficult tasks into introductory mastery tasks followed by simpler developmental tasks. This allows all students to progress up Bloom's taxonomy to more difficult skills. The document advocates using strategies like writing frames, exemplars, and breaking down writing assignments to help all students with writing.
The lesson I used during Sept 2012 OfSted inspection observation. Kept it simple and it worked. As mentioned in recent blog article: http://humanitiesastwiltshire.blogspot.co.uk/2012/09/ofsted-arrive.html
This document summarizes the GCSE Geography exam board and themes covered for WJEC B. It outlines the 3 themes: 1) Challenges of Living in a Built Environment, 2) Physical Processes & Relationships between people and the environment, and 3) People, Work & Development. Key topics are described within each theme, including urban environments, climate, ecosystems, rivers, coasts, employment, trade, and economic activity. Assessment details are provided, with students taking exams and a controlled assessment worth a total of 100% and support resources available online and through teachers.
This document summarizes the GCSE Geography exam board and themes covered for WJEC B. It outlines the 3 themes: 1) Challenges of Living in a Built Environment, 2) Physical Processes & Relationships between people and the environment, and 3) People, Work & Development. Key topics are listed under each theme such as urbanization, climate change, employment, and trade. The assessment structure is described including exam format, duration, and weighting. Support resources provided by Abbeyfield School to help students succeed are also summarized.
This document outlines plans for an "Olympics Week" at Abbeyfield School from March 27-29, 2012. The week-long event will incorporate the Olympics theme into normal lesson time across subjects for years 7-9. Teachers are asked to identify learning goals and plan activities that relate to both their subject material and the overarching theme of working together courageously to achieve a common goal. Suggestions are made for lessons that either adapt normal material or create new short series of lessons focused on the theme. An opening assembly will kick off the week, and classes will conclude with exit points to demonstrate learning.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
9. Summary of Assessment You will sit a total of two exam papers Foundation Tier = C – G grade Higher Tier = A* - D grade 25% (15%) (10%) - - - Controlled Assessment Year 10 Study (15%) Year 11 Cross Unit task (10%) 5 45% 2 hours Paper 4 DME (Higher) 4 45% 2 hours Paper 3 DME (Foundation) 3 30% 1 hour Paper 2 Exam (Higher) 2 30% 1 hour Paper 1 Exam (Foundation) 1 Weighting Duration Title