3.1.3.3 Coastal landscape development

• This content must include study of a variety of landscapes from beyond the United Kingdom (UK) but may also include UK examples.
• Origin and development of landforms and landscapes of coastal erosion: cliffs and wave cut
• platforms, cliff profile features including caves, arches and stacks; factors and processes in their development.
• Recent and predicted climatic change and potential impact on coasts.
• The relationship between process, time, landforms and landscapes in coastal settings.

Learning outcomes
This lesson will help students to understand:

• How coastal morphology contributes to the formation of coastal landscapes
• How coastal erosion forms cliffs and wave-cut platforms. The factors that affect the cliff profile and its rate of retreat
• The different features of a cliff profile - caves, arches and stacks and the factors in their development over time.

Suggested timing
2 hours

3.1.1.2 The water cycle
Processes driving change in the magnitude of these stores over time and space, including flows and transfers: evaporation, condensation, cloud formation, causes of precipitation and cryospheric processes - at hill slope, drainage basin and global scales with reference to varying timescales involved.

Learning outcomes
This lesson will help students to understand:

• That on Earth water exists in three forms: solid ice, liquid water and gaseous water vapor, and identify the factors that move water between these different states and stores.
• The idea of latent heat and energy in the context of evaporation and condensation, and how they relate to major atmospheric processes like cloud formation and precipitation.
• Different forms of precipitation in the UK and other areas of the world, such as the tropics.
• Cryospheric processes: concept of glacial and interglacial periods and the impact on the cryosphere.
• That the water cycle operates at different scales.

Suggested timing
2 hours

3.2.1.4 Global governance
Issues associated with attempts at global governance, including how interactions between the local, regional, national, international and global scales are fundamental to understanding global governance.

Learning outcomes
This lesson will help students to understand:

• what is meant by governance between different scales and what mulitscalar power is.
• how the United Nations is using a multiscalar approach, through Agenda 21 and later Agenda 2030 to help promote sustainable development.
• how non-government organisations (NGOs) can work at different scales and by either operational or advocacy in nature.
• what some of the major issues requiring governance at different scales are and what multiscalar approaches might be adopted to solve them.

Suggested timing
1 to 2 hours