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.
• Eustatic, isostatic and tectonic sea level change: major changes in sea level in the last 10,000 years.
• Coastlines of emergence and submergence. Origin and development of associated landforms: raised beaches, marine platforms; rias, fjords, Dalmatian coasts.
• Recent and predicted climatic change and potential impact on coasts.
• The relationship between process, time, landforms and landscapes in coastal settings.

3.1.1 Water and carbon cycles
3.1.1.4 Water, carbon, climate and life on Earth
The key role of the carbon and water stores and cycles in supporting life on Earth with particular reference to climate. The relationship between the water cycle and carbon cycle in the atmosphere. The role of feedbacks within and between cycles and their link to climate change and implications for life on Earth.

3.1.5 Hazards
3.1.5.2 Plate tectonics
Destructive, constructive and conservative plate margins. Characteristic processes: seismicity and vulcanicity. Associated landforms: young fold mountains, rift valleys, ocean ridges, deep sea trenches and island arcs, volcanoes.

Learning outcomes
This lesson will help students to understand:

• The characteristics of coastlines of emergence and the associated landforms.
• The characteristics of coastlines of submergence and the associated landforms.
• How climate change might affect coastlines in the future and alternative futures in landscape development.
• The impact of sea-level rise on coastal communities and the natural environment.

Suggested timing
2 hours

3.2.2.2.2 Meaning and representation
The importance of the meanings and representations attached to places by people with a particular focus on peoples lived experience of place in the past and at present:

• How external agencies, including government, corporate bodies and community or local groups make attempts to influence or create specific place-meanings and thereby shape the actions and behaviours of individuals, groups, businesses and institutions.
• How places may be represented in a variety of different forms such as advertising copy, tourist agency material, local art exhibitions in diverse media (eg film, photography, art, story, song etc) that often give contrasting images to that presented formally or statistically such as cartography and census data.

Learning outcomes
This lesson will help students to understand:

• The definitions of meaning, representation and perception of place and how these can relate to each other.
• How media can sometimes skew peoples perception of a place which may be far detached from the lived reality.
• What agents of change are and how they manage to change peoples perception of place.

Suggested timing
1 hour

3.1.1.3 The carbon cycle
Factors driving change in the magnitude of these stores over time and space, including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion, carbon sequestration in oceans and sediments, weathering.

Learning outcomes
This lesson will help students to understand:

• How the biological carbon pump links the fast and slow carbon cycles via burial and compaction.
• How organic carbon becomes inorganic carbon.
• How carbon moves between the oceans and the atmosphere.
• How atmospheric and ocean temperatures are linked, and how ocean currents move carbon.

Suggested timing
1 hour