AQA GCSE Geography Interactive Revision Resources

Did you know? Students can access a growing collection of free interactive resources on Internet Geography to support revision and retrieval.

We’ve compiled a PDF file you can share with students containing QR codes and short URLs so they can get straight to the area they want to revise. Just click the image below to download.

AQA GCSE Geography Interactive Revision - Click to download

The 2023 Turkey Syria Earthquake

We’re collating resources to support teachers covering the recent devastating earthquake in Turkey. First and foremost, we’ve shared links to anyone who can support NGOs working to help those affected. Additionally, there are links to support teachers in sensitively delivering events such as the earthquake, including advice on supporting the young people affected.

Earthquake Relief

There are many aid agencies providing support to those affected by the recent earthquake that has affected tens of thousands of people in Turkey and Syria, including:

Please email us if you are aware of other aid agencies providing support or can provide a link for donations to aid agencies.

Support

Teachers

Below we have included links to websites that support teaching events such as this in a considered way. After all, many children from Turkey and Siria are being educated in schools outside of the country and may be in one of your classes.

Primrose Schools

Blog – Teachers Pay Teachers

Supporting young people during the initial response to a disaster

Media

Warning – Some of these videos contain footage you may find distressing.

Sky News – Devastation from Above – An aerial view of the Turkey-Syria earthquake

News Links

BBC

BBC News Turkey – Syria Earthquake Home

Turkey earthquake: Screaming, shaking… how it felt when the quake hit

Turkey earthquake: Where did it hit and why was it so deadly?

Turkey earthquake: Why did so many buildings collapse?

Turkey-Syria earthquake: Fire at Iskenderun port extinguished

Syria: Rescuers search for earthquake survivors in Harem

Turkey earthquake fault lines mapped from space – BBC News

Turkey-Syria earthquake: UK aid appeal raises more than £50m

Turkey quake: President Erdogan accepts some problems with response

Turkey earthquake rescue efforts disrupted by security concerns

Turkey earthquake: Roman-era castle destroyed by quake

Turkey earthquake: Hope as foreign help arrives in quake-ravaged Antakya

US pledges $85m for Turkey-Syria earthquake relief

 

The Economist (requires a free account)

What made the earthquake in Turkey and Syria so deadly?

 

The Guardian

The Guardian – Turkey – Syria Earthquake Home

Turkey and Syria earthquake devastation – in pictures

Tuesday briefing: Why the Turkey and Syria earthquake was a catastrophe

Before and after satellite images show scale of earthquake destruction in Turkey

Turkey earthquake death toll prompts questions over building standards

Istanbul stock market shuts to prevent selloff after earthquake

 

Sky News

Sky News Turkey – Syria Earthquake Home

Turkey-Syria earthquake: Which countries have offered to help and what aid are they providing?

Turkey earthquake: Strong, shallow and beneath a highly-populated area – this is the worst kind of quake

Turkey and Syria earthquake: Why have so many been killed, and will it be difficult to get aid to the right places?

Podcasts

BBC Science in Action – Turkey-Syria Earthquake

Twitter

What is The Final Countdown?

The Final Countdown is a comprehensive set of resources to support students in the run-up to exams. The work of JB GeogTeacher inspired the initiative.

The Final Countdown has been created to provide students with weekly revision activities in the run-up to the AQA GCSE Geography exams in May and June 2023. Each set contains a six-week revision plan to support students in organising their revision. In addition, each week has a QR code to online resources, guides, quizzes and exam questions (including example answers and mark schemes) for students to use to prepare for their final exams.

Feedback from an Internet Geography Plus subscriber

Feedback from an Internet Geography Plus subscriber

The image below illustrates how The Final Coundown works.

The Final Countdown overview

The Final Countdown overview

Internet Geography Plus subscribers can access the six-weekly revision sheets when they are published (week 1-6 is available now!).

Each week, revision is divided into three sections, revise, quiz and exam questions.

Revise

Students revise an area of the specification, and the QR code will take them to a menu of pages on Internet Geography to support this. In addition, we’ve provided A3 templates for the students to use to structure their revision. These include knowledge organisers and mind maps. The image below shows examples.

Knowledge organiser and mind map templates are provided for each week

Knowledge organiser and mind map templates are provided for each week

Internet Geography Plus subscribers can download the first batch of knowledge organisers and mind maps for lessons 1-3. More are coming this week!

Review

Review is an opportunity for students to revisit their learning by completing online multiple-choice quizzes to test their knowledge. These are all available on Internet Geography for free. Alternatively, Plus subscribers could direct their students to the Internet Geography Plus MS/Google forms quizzes to monitor progress (and completion!).

Exam Questions

Finally, students complete exam questions based on the area they revised the previous week. To support students, we’re putting together a guide to completing each question and an example answer.

We’ve published the first couple of student pages if you want to see an example here.

Over the coming weeks, we’ll add many resources to support The Final Countdown. Internet Geography Plus subscribers can access the resources here. However, if you’re not a subscriber, why not join to access this and hundreds of other resources? Please take a look at our subscription options.

If you have any questions, drop us an email.

Internet Geography Primary Plus

We’re excited to announce that we’ll soon be launching Internet Geography Primary Plus. As you might have guessed, we’re extending our Plus family to include resources specifically developed for the primary school curriculum. Our team of writers are currently developing editable resources for use in your classroom!

We want to make sure Internet Geography Primary Plus works for you! So, we’d love to hear your views about the types of resources you’d like to see made available on Internet Geography Primary Plus. As a thank you for taking the time to share your views, we’ll make sure you’re the first to know about the launch of Internet Geography Primary Plus and will throw in a discount on your first annual subscription!

Please click here to contribute.

Afghanistan Earthquake 2022

Introduction

At least 1,036 people have died, and another 2,949 were injured in an earthquake that struck Afghanistan’s Paktika province on the morning of Wednesday 22nd June 2022. The earthquake struck about 44km (27 miles) from the south-eastern city of Khost shortly after 01:30 local time (21:00 Tuesday GMT), when many people were asleep at home.

Afghanistan earthquake map

Afghanistan earthquake map
Source – https://www.bbc.co.uk/news/world-asia-61890804

What caused the Afghanistan earthquake?

Earthquakes are common in Afghanistan’s mountainous province of Khost — nearly 50 have been recorded over the past five years, according to the US Geological Survey.

Afghanistan is earthquake-prone because it is located on the Alpide belt, the second most seismically active region in the world after the Pacific Ring of Fire.

The Alpide Belt

The Alpide Belt

The Alpide belt runs about 15,000 kilometres, from the southern part of Eurasia through the Himalayas and into the Atlantic. Along with the Hindu Kush, it includes a number of fold mountain ranges, such as the Alps, Atlas Mountains and the Caucasus Mountains. It has been formed by the collision of a number of tectonic plates.

The Arabian, Indian and Eurasian tectonic plates meet In Afghanistan and create earthquakes when they shift against each other at their borders. The boundary between the Indian and Eurasian plates exists near Afghanistan’s border with Pakistan.

The earthquake in Afghanistan formed when the Indian plate crashed violently with the Eurasian plate. Collisions like this shake and squeeze the ground upwards. Along with causing earthquakes, this movement creates mountains like the Himalayas or the Hindu Kush and Pamir mountain ranges in northeast Afghanistan.

What were the effects of the Afghanistan earthquake?

The most recent figures put the death toll at 1,150 people with at least 1,600 injuries. The number of dead and injured is expected to rise as remote areas are reached and rescue workers are able to search collapsed buildings.

The earthquake destroyed critical infrastructure — including homes, health facilities, schools and water networks.

In the areas that have been accessed so far, as many as 1,900 homes have been destroyed including 1,028 in Giyan, 450 in Barmal and 416 in Spera. Many homes had large families of seven or more people, so the number of people affected is significant. This is well over half of Giyan’s housing stock.

As many as 10,000 more homes have been damaged extensively and risk imminent collapse. Many of the homes were comprised of mud bricks, making them very susceptible to damage and destruction. Ongoing assessments of the conditions of the housing are continuing.

At least 65 children have been orphaned or are unaccompanied in the aftermath of the earthquake.

Of the deaths, at least 155 were children, including 134 in the Giyan district, and 250 were injured. Seven schools in Khost and Paktika provinces were damaged by the earthquake (5,135 students) with additional damage reported in Gani Khil and Dor Baba districts.

The risk of communicable diseases, such as acute watery diarrhoea (AWD)/cholera, and malaria increased due to the fragile living conditions in the affected communities and high temperatures in summer. There was an upward trend of AWD cases following the earthquake (Between 3 to 10 July, a total of 464 AWD cases were reported).

What were the responses to the Afghanistan earthquake?

Since the take over of government by the Taliban in 2021, Afghanistan has experienced a humanitarian crisis, especially since many countries cut diplomatic ties with the country. The new regime has struggled to get to grips with food shortages and a flailing economy. More than a third of people cannot meet their basic needs, women’s rights have been restricted and foreign aid has evaporated.

Dr Orzala Nemat, an Afghan researcher and human rights activist based in the UK, fears that the response could quickly become chaotic without “systematic governance” structures in place since the Taliban takeover.

In a rare move, the Taliban’s supreme leader, Haibatullah Akhundzadah, who almost never appears in public, pleaded with the international community and humanitarian organisations “to help the Afghan people affected by this great tragedy and to spare no effort”.

Afghanistan’s Taliban rulers pledged not to interfere with international efforts to distribute aid to tens of thousands of people affected by the earthquake.

Humanitarian aid has continued, with international agencies, such as the United Nations, operating.

The UN Office for the Coordination of Humanitarian Affairs (UNOCHA) said Afghanistan had asked humanitarian agencies to help with rescue efforts, and teams were being sent to the quake-hit area.

Afghanistan military provided support in search and rescue operations.

International Aid

Japan, South Korea, Taiwan and the United Arab Emirates all offered to send aid. Supplies from neighbouring Pakistan crossed the border.

On July 12, the Government of Japan decided to extend Emergency Grant Aid of 3 million US dollars to Afghanistan in response to the damages caused by the earthquake that had occurred in eastern Afghanistan on June 22. The Government of Japan offered to provide assistance in areas such as health and medical care, shelter, and water and sanitation through the International Federation of Red Cross and Red Crescent Societies (IFRC) to the Afghan people affected by the devastating earthquake.

Non-Government Organisations (NGOs)

The World Health Organisation’s polio team was on the ground joining forces with UN agencies and NGOs to ensure an effective and coordinated relief effort. The team’s invaluable experience and local knowledge gained from more than 2 decades working among local communities in both Paktika and Khost provided the foundations of an assessment tool to map communities (the Open Street Map Humanitarian team issued a request from arm-chair mappers to use satellite images to create and update maps in the area) and assess the number and extent of casualties as well as the destruction to homes and buildings. This ensured accurate data guided a focused response in the immediate aftermath, including the rapid construction of tents for shelter, as well as housing ad hoc health camps.

Polio teams turned a helping hand wherever needed including digging for survivors, building tents, unpacking trucks and distributing shipments of WHO emergency and surgical kits, medical supplies and equipment, and the heartbreaking task of preparing and assisting in transporting the dead for burial.

The WHO requested US$ 6 million for three months for health and water, sanitation and hygiene (WASH) interventions including medical supplies, rehabilitation and renovation, and essential healthcare service.

A new EU Humanitarian Air Bridge flight delivered 36 tonnes of life-saving cargo consisting of medical equipment, medication, and relief items to support WHO, UNICEF and Médecins Sans Frontières delivering earthquake response and other humanitarian needs in Afghanistan.

 

 

Below is the start of a collection of resources to support educating students about the earthquake in Afghanistan. Please let us know about other resources in the comments below.

Afghanistan Earthquake Relief

While many relief agencies are currently not providing support to Afghanistan there are a number of organisations providing support. These include:

  • Islamic Relief emergency appeal
  • The Afghan Red Crescent Society
  • The Italian medical aid group Emergency

If you are aware of other aid agencies providing support or are able to provide a link for donations to aid agencies please send us an email.

Support

Teachers

Below we have included links to websites that provide support in teaching events such as this in a considered way, after all, there are a number of children from Afghanistan being educated in schools outside of the country and may be in one of your classes.

Primrose Schools

Blog – Teachers Pay Teachers

Supporting young people during the initial response to a disaster

Young people

Coming soon

Videos 

BBC

The Guardian

The Independent 

News Articles 

Sky News – Afghanistan: At least 1,000 killed and 1,500 injured after 6.1 magnitude earthquake

BBC – Afghan earthquake: 1,000 people killed and 1,500 wounded, official says

The Guardian – At least 920 dead after 6.1-magnitude quake hits Afghanistan

The Independent – Afghanistan earthquake: Death toll rises to 1,000 after tremor with 6.1 magnitude

Who will win Pooh sticks?

Check learner understanding of the velocity of a river where there are meanders with this simple activity. Great for discussions and application of geographical understanding of river processes.

Click the image below to download the PowerPoint slide.

Who will win Pooh sticks

 

AQA GCSE Pre-release 2022 Cambridge Waste Incinerator

Welcome! We are developing a range of resources to support students and teachers in preparing for the AQA GCSE Geography pre-release. This page will be regularly updated over the next few days.

Internet Geography Plus subscribers have access to our growing bank of pre-release support resources. Login or take out a low-cost subscription.

Found a resource or want to see something added? Please let us know in the comments below.

Interactive Flashcards

Figure 1 keywords

Figure 2 keywords

Figure 3 keywords

Short Answer Questions

Figure 1 keyword definitions

Figure 2 keyword definitions

Figure 3 keyword definitions

Pre-release Teachmeet

The recent teachmeet organised by @mr_perez5 is full of great advice!

 

Why are we burning our recycling?

A great video to introduce waste incineration.

Geography Hawks Pre-release Overview

Map

Timeline

 

Support Resource

A resource developed by Alan Parkinson (@geoblogs):

 

Links

Cambridge Without Incineration Campaign website

Views

Residents’ fury as plans for incinerator blasted as a ‘dark cloud’ may still go-ahead – Cambridge News (2019)

 

Equipment for Microclimate Investigation

Is it time to change how we measure development?

On May 11th author, environmentalist and investigative journalist George Monbiot tweeted an article on The Guardian that really caught my eye.

His post shared a piece on The Guardian website by Fiona Harvey exploring the findings of a YouGov poll which suggests Britons want the quality of life indicators to take priority over the economy. The results of the survey suggest eight out of 10 people would prefer the government to prioritise health and wellbeing over economic growth during the coronavirus crisis, and six in 10 would still want the government to pursue health and wellbeing ahead of growth after the pandemic has subsided. 

The campaign group that commissioned the research, Positive Money, has suggested the government should publish statistics on social indicators, health, the environment and quality of life give a truer reflection of the UK’s status and should be used by policymakers to meet the needs of the population. 

The group have produced a report entitled The Tragedy of Growth, backed by politicians from several parties, including Clive Lewis of Labour, the Green party MP Caroline Lucas, and the former Conservative environment minister Lord Deben, who chairs the committee on climate change. The report calls for a shift away from GDP as the government’s core measure of success. The reasoning behind this is that economic growth, through measures such as GDP, masks the impact economic development has on people’s health and well being, the gap between rich and poor and its environmental impact. 

Having read the initial article and report I returned to the original tweet and trawled through the replies to the original post.  I found myself descending a late-night rabbit hole that led me on a journey exploring changes to how development is being measured in countries such as Iceland, Bhutan and New Zealand. 

This included watching a thought-provoking video called the Gross National Happiness The Paradigm (see below) produced by the Schumacher College and the Gross National Happiness Centre in Bhutan. In it Tho Ha Vinh, program director at the GNH Centre, Butan explains how this paradigm shift involves redefining what we mean by development, making a comparison with the natural world, through the growth of a seed, leading to the development of its own nature. He goes on to discuss how foreign ideologies have been forced on countries, and economic development has been prevalent in measuring the ‘success’ of countries to the expense of other indicators. He raises an interesting point that the economy is a mean, not an end. The end is satisfying human needs.  He argues that the goal of an economy should be to bring humans happiness and well-being. Additionally, he raises the point that it is not enough for an economy to focus purely on human needs and that the needs of the natural environment should also be met. He finishes by discussing the need for each country to have its own organic development, based on traditions and culture, that it should meet the needs of the whole (humans and environment).  

The TED talk,  Bhutan’s Gross Domestic Happiness and Environmental Initiatives, by Tshering Tobgay, Prime Minister of Bhutan explores the paradigm shift in more detail and is certainly worth a watch. 

I then went on to discover New Zealand’s new well-being budget that seeks to expand mental health services, reduce child poverty and homelessness, promote Indigenous rights, fight climate change, and expand opportunities and watched Iceland PM Katrin Jakobsdóttir talk about GDP or well-being.

 

Is it time to change how we measure development?
I may be late to the party on all this, but having reflected over the last 24 hours I’ve come to the conclusion that there is a fantastic opportunity to explore the issues raised in these sources with students, particularly given the results of the YouGov poll which are likely influenced by the Covid-19 outbreak. We have been presented with an opportunity to reflect on what is really important to both the human and natural world. As geographers, we are in the perfect position to investigate this question, given the multitude of synoptic links the question draws on from our discipline. The underlying themes of sustainability, conservation, interdependence, international development, the use of natural resources, spatial variation and change over time could provide a wonderful opportunity to pull together the geography curriculum. The question has the potential to be an amazing enquiry to investigate with learners. If you fancy joining me down the rabbit hole, throwing some ideas about for a unit of study, please let me know

 

Thanks, 

Anthony 

 

Y11 Changes Places Transition Pack

Mr Pérez (AKA @mr_perez5 on Twitter), has only gone and shared another fantastic Year 11 transition pack covering Changing Places, on top of his recent Y11 Globalisation transition pack. 

Changing Places Y11 Transition Pack

Changing Places Y11 Transition Pack

There are two resources available to download:

If you use this resource, please remove the dept. logos and email and consider donating to the Global Coronavirus Appeal here: islamic-relief.org.uk/donation/ – even £1 would be greatly appreciated!