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Topic title: Population and the Environment

Year group: 13

When taught: February to May

What are we learning?

  • Environmental context for human population characteristics and change
  • Environment and Population
    • Global and regional food production and consumption
    • Characteristics and distribution of two major climatic types to exemplify relationships with human activities
    • Characteristics and distribution of two zonal soils to exemplify relationship with human activities, especially agriculture
    • Food security
  • Environment, health and well-being
    • Economic and social development and the epidemiological model
    • The study of a biologically transmitted disease: malaria and its links to physical and socio-economic environments
    • The study of a non-communicable disease: Diabetes II and its links to physical and socio-economic environments
    • Role of international agencies and NGOs in promoting health and combating disease at the global scale.
  • Population Change
    • Factors in natural population change: the demographic transition model
    • International migration: environmental and socio-economic causes and implications
  • Principles of population ecology and their application to human populations
  • Concepts of overpopulation, underpopulation and optimum population
  • Malthusian, neo-Malthusian and alternatives such as Boserup and Simon
  • Global population futures
    • Health impacts of global environmental change
    • Prospects for the global population
  • Case studyof a country/society (Malaysia) experiencing specific patterns of overall population change
  • Case studyof a specified local area (Bourton on the Water) to illustrate and analyse the relationship between place and health

Why is this important to know? 

  • Explores the relationships between key aspects of physical geography and population. Engaging with these themes at different scales encourages students to contemplate the reciprocating relationships between the physical environment and human populations – a fundamental concept in all geography units.
  • The study of diabetes II raises awareness of the disease and choices students can personally make about their own lifestyles.

Where does this link into our past and future learning? 

  • This topic links and deepens learning within the other A level modules, encourages the development of synoptic linking – Changing Places (relationships and connections) and Global Governance and Systems (role of international agencies and NGOs in promoting health, food security, environmental change). There are also strong synoptic links to Hazards, Coasts and the Carbon and Water Cycle units which all consider the link between physical environments/systems and population as well as mitigative actions and adaptation strategies.
  • The learning from this unit closely links and develops on learning from the KS4 Resource management unit.
  • In terms of future learning, the unit plays a vital role in creating global citizens, who are aware of the reciprocal interactions between the natural environment and people.

How will we be assessed on this topic?

  • Assessment and feedback through the use of exam style questions within lessons/homework tasks. A full mock exam (based on AQA past exam papers) and then the unit will be externally examined on Paper 2 in the A-Level summer exam series.

What makes a strong piece of work in this topic?  What are teachers hoping to see?  

  • Strong AO1 – Knowledge and understanding of places, environments, concepts, processes, interactions and change, at a variety of scales
  • Strong AO2 – Application of knowledge and understanding in different contexts to interpret, analyse and evaluate geographical information and issues.
  • Strong AO3 – analysis and evaluation of the theory, case studies and resources presented (seen in lesson and unseen (exam paper based))
  • Synoptic linking and thinking – being able to see the connective tissue between (and within) the units we cover.
  • Being able to bring in and demonstrate a relevant wider understanding, developed through wider reading and research, within written and verbal responses.
  • Use detailed case study knowledge in support of points in 9 and 20 mark responses.
  • A knowledge of the different question styles and the ability to tailor your responses to this.

What key words are there in this topic?

For more information, click here.

What can I try if I want to stretch and challenge myself on this topic?

  • Regularly re-read and review your work. Use the specification to help make revision notes for each section.
  • Complete past exam questions on this unit. These can be found here (this platform makes accessing papers and mark schemes more straight forward than the AQA site)
  • Read through the answers and commentary offered by AQA on responses completed on paper 2 –https://www.aqa.org.uk/subjects/geography/a-level/geography-7037/assessment-resources?secondaryResourceType=Examiner+reports

Read the comments and use this to improve your own exam technique.

  • Watch or read the news – changes to the natural environment and the implications on human activities are regularly featured. News stories can be used within your exam responses.

What wider reading can be done on this topic?

A-Level Geography Update magazine by Tutor2U – shared on Satchel.

Abbott, E. (2010) Sugar: A Bittersweet History – Gerald Duckworth
Berners-Lee, M. (2010) How Bad Are Bananas?: The Carbon Footprint of Everything – Profile Book
Blay-Palmer, A. (2008) Food fears : from industrial to sustainable food systems – Oxford: Ashgate
Ellis, H. (2007) Planet Chicken. The Shameful Story of the Bird on Our Plate – Sceptre
Griffitth, G. (2007) Tea: The Drink That Changed the World – Andre Deutsch
McMahon, P. (2013) Feeding Frenzy: The New Politics of Food – Profile
Ming Lee, S. (2019). Hungry For Disruption: How Tech Innovations Will Nourish 10 Billion By 2050 – New Degree Press

Supporting document/links:

Found on Satchel – My Drive –A level – Geography

  • Key lesson resources