Revision notes for A-level Religious Studies (OCR) Three pages KANTIAN ETHICS Immanuel Kant (1724-1804) • Summum Bonum • 3 Postulates • Goodwill • Categorical Imperative: (MUST) • Hypothetical Imperative: (IF…THEN) • Ought • Reason: • Duty: • 3 Maxims Table comparing STRENGTHS and WEAKNESSES

Geography Case Study Hoad’s Wood, near Ashford in Kent, is a site of specialscientific interest (SSSI). Parts of the nature reserve have experienced serious damage from unconsented felling and fly-tipping of waste material, including hazardous material. All natural features are presently lost and the ground level has been raised by several feet. This resource includes a variety of lesson activities to pick and choose: Which organism is the ODD ONE OUT ? ILLUSTRATED GLOSSARY: ‘Pollution’ worksheet PHOTOGRAPHIC ANALYSIS worksheet QUESTION GRID: Hoad’s Wood (5Ws &1H) TRUE FOR WHO? Link to TV spotlight on Hoad’s Wood pressure group Six worksheets for CLASS ROLE PLAY (local builder, mobile tyre fitter, local family with young children, local Residents’ Association, Kent Police Force, Kent Wildlife Trust) Hoad’s Wood (stakeholders’ conclusion) worksheet TEACHERS’ BACKGROUND INFORMATION (3+ pages)

Geography Case Study A bigas company wants to build a biogas plant on a 6 hectare site near Sewstern in Leicestershire The company states that it will use local crops to create enough methane to power a town the size of Grantham Sewstern residents have raised objections such as visual pollution, increased traffic, loss of farmland This resource includes a variety of lesson activities to pick and choose: 5Ws & 1T starter analysing photo of an existing biogas plant (choice of two photos) Which energy source is the ODD ONE OUT ? Which type of pollution is the ODD ONE OUT ? Location map Link to video showing ‘Farm Gas to Grid Plant’ DEVELOPMENT COMPASS activity worksheet Biogas information sheet to highlight (three colours : (a) key terms, (b) processes, and © ideas) Diagram of a biogas plant to annotate using info learned from info sheet and video Inputs-Processes-Outputs worksheet to show the industrial process involved in biogas production ‘SIX HATS’ worksheet based on de Bono’s Critical Thinking theory - weblinks are provided, so pupils could complete this online TEACHERS’ BACKGROUND INFORMATION sheet with links to developer’s website and BBC News article

Geography Case Study 45.5% of the workforce in India are employed in agriculture, and yet only produces 15% of the nation’s wealth. 68% of Indian farmers own less than 1 hectare of land , leading to each farming family receiving an average annual income of less than U$300. India is the World’s largest milk producer, its dairy herds create (deposit?) 730 million tonnes of manure every year! So what can be done? This resource includes a variety of lesson activities to pick and choose: Photographic Analysis: Maharashtra Farmer making ‘cow cakes’ to dry in the sun before burning as fuel. (Photo & worksheet) Which energy keyword is the odd one out? Which chemical compound is the odd one out? (Both activities promote discussion and thought processes) Lateral Thinking about Cow dung! (Find ways to link the four images… Then write three sentences to explain your ideas) Several slides to project to help set the scene (Dezi the Cow from Maharashtra) Indian Cow Dung Hexagons. (Explain what is NO so good about manure) Concept Map: ‘Manure to Energy’ - 35 facts to sort and colour code (Locations; Causes; Effects; Management; Supporting Data) Geography Web: ‘Manure to Energy’ - Using knowledge learned so far, make links between six features (eg Indian dairy farmer, climate change, British citizen) and then explain the links. Link to video: ‘Biogas: From Grass to Gas’ Annotate the diagram: ‘Dung Power!’ - Two-sided worksheet: a) information to be sorted; b) diagram of an anaerobic digester / bioreactor. Teachers’ Background Information: Includes links to original BBC article, academic articles

Geography Case Study Can the situation be summed up? Possibly. Israel wants to safeguard the security that Jews have fought for since the Holocaust of the 1940s. The Palestinians of Gaza and the West Bank want to live in their own independent land that they feel was stolen from them in 1948. But is either situation likely to happen? This resource includes a variety of lesson activities to pick and choose: Which geographical area is the odd one out? (Gaza - Israel - Palestine - Jerusalem) Class discussion & written response. Which disaster is the odd one out? (Afghanistan 2001-2021 - Warsaw 1944- Indian Ocean 2004 - Worldwide 2035) Class discussion & written response. Lateral Thinking about the Geography of War. How are these four photographs linked? (Resources - military - refugee camp - ‘stop the boats’ Class discussion & written response. Worksheet: Critical Thinking: Israel-Gaza War. What do I know? How do I know? What is important? What is missing? What is my plan of action? How did I do? Links to videos explaining the situation: “The Hamas attack on the Supernova festival 2023” (BBC) “Israel, Palestine and Hamas explained” (Channel 4) Photographic Analysis: Israel-Palestine 7th October 2023. Class discussion of initial satellite image from the day. Follow-up slides asking: “What can we say about the geography inside of the Gaza Strip?” (Densely populated) “What is this land mostly used for?” (Farms, kibbutzim) “What is happening here?” (Fires, smoke) Photographic Analysis: 21st century Gaza. Six photos showing life in the years before the 2023 attacks (developed cityscape; park; refugee child; beach; nightlife; modern hospital) Worksheet: Analyse the photos -definite, inference, missing info. Photographic Analysis: Israel-Palestine (since 7/10/23). Six photos showing the situation since the attacks (hostage taking, IDF, bomb damage, the missing, funerals, foreign aid) Worksheet: Analyse the photos -definite, inference, missing info. Living Graph: Israel-Palestine Population. Worksheet: line graph of total population of Israel-Palestine, incomplete line graph of Jewish population. Data for Jewish population since 1930. Living Graph clues: Israel-Palestine Population (21 pieces of info to read, sort, select). Follow-up slides: completed graph, questions for class discussion - analyse key changes in the graphs (low steady population to WW1; post-Ottoman collapse + Balfour + Holocaust + declaration of the State of Israel; diverging lines, infer reasons for rapid growth of Jewish poulation vs very rapid growth of non-Jewish population). Worksheet: Living Graph conclusion: Israel-Palestine. (Debrief Worksheet - Hexagons: Israel-Palestine. Explain in detail how each image is linked geographically. (Magen David, Nazi swastika, star & crescent, weapon, death, running person, family). Teachers’ Background Information: Includes links to original BBC article, academic articles.

Geography Case Study Climate change is increasing the energy potential of tropical cyclones. Some meteorologists are suggesting the need for a new category 6 on the Saffir-Simpson hurricane wind scale This possibility is explored using Hurricane Ian that devastated Cuba and Florida This resource includes a variety of lesson activities to pick and choose Ppt slide: Which Geography keyword is the odd one out? Promotes discussion and reasoning 5Ws & 1H. Composite satellite image of Atlantic hurricane tracks. Promotes questioning, discussion and reasoning. Alternatively, six questions are provided (with possible answers) Lateral Thinking about hurricanes. What are the links between these four images? Photographic Analysis: Atlantic Hurricanes. Five simultaneous tropical cyclones active in the Atlantic during September 2020. Worksheet: What does the photograph DEFINITELY tell me? What can I INFER from the photograph? What does the photograph NOT tell me? What ELSE would I like to find out? What OTHER questions could I ask? Link to YouTube video: “Scientists call for Category 6 designation” Worksheet: Atlantic Hurricanes. Complete the graph by showing that there were FIVE hurricanes of Category 4 or 5 strength in the years: 1999, 2005 and 2020. Slides showing completed graph and follow-up question about the (positive) trendline since 1980 Slide showing histogram of ‘billion dollar’ hurricane costs since 1980. Worksheet: Question Grid (Who? What? Where? etc vs …is, …did, …can, etc) Mystery Clues: ‘Atlantic Hurricanes’. 20 pieces of data to cut up and share amongst students. Can be used as a separate activity, or to add detail to other activities in this resource In which country are you most likely to… …experience hurricane-strength winds? …get plenty of warning before a hurricane strikes? …see collapsed buildings after a hurricane? …see damage from last year’s hurricane season? Four slides with images of the UK, Ghana, Jamaica and the USA Concept Map: Atlantic Hurricanes in 2020. 2020 was the most active Atlantic hurricane season ever. Worksheet: 35 pieces of data. Students discuss, sort and then colour-code the information into Locations, Causes, Effects, Management and Supporting Data Thought Chains: Atlantic Hurricanes. Using the information from the previous activities, students practice writing detailed answers using connectives. (eg ‘Atlantic hurricanes form off the west coast of Africa’ > ‘because…’ > ‘…and so…’ > Therefore…’ > ‘For example…’ Suggest this sheet is printed A3 size Geography Web: Atlantic Hurricanes. Students make links between key ideas (eg Atlantic hurricane season, climate change) and locations (eg Caribbean nations, the UK). Suggest this sheet is printed A3 size Annotated diagram: Hurricane Ian (2022). Worksheet: Use three contrasting colours to highlight (a) key terms, (b) processes, and © ideas. Then annotate the map. Follow-up slides to aid debriefing of the activity Teachers info

Geography Case Study The Asian tiger mosquito Aedes albopictus is able to transmit Zika, Dengue, chikungunya, and yellow fever viruses to humans and animals. It has now become established in southern Europe. Alarmingly, it is spreading northwards and in 2016 its eggs were found in the UK. This resource includes a variety of lesson activities to pick and choose. Powerpoint slide starters: to promote discussion and critical thinking skills. 5Ws & 1H - female tiger mosquito after a blood meal ‘In which photo are you most likely to…’ ‘In which country are you most likely to…’ ‘Which creature is the odd one out?’ ‘Which country is the odd one out?’ 5Ws & 1H - yellow fever victims Link to BBC video: ‘Tiger mosquitoes behind dengue fever rise in Europe’ Worksheet - Question Grid: Tiger mosquitos in Europe Who? What? Where? etc vs is… did… can… etc Double-sided worksheet - Tiger Mosquitoes in Europe Plot countries with tiger mosquito poulations in 2017 vs 2024 (shows spread to UK) Read & highlight info about tiger mosquitoes to show (a) key terms, (b) processes, and © ideas Slides showing 2017 vs 2024 distributions Worksheet - PQE: Tiger mosquitos in Europe Analyse the completed map by writing about: Patterns (describe how the data are spaced out), Quantify (extract accurate information) & Exceptions (identify anomalies) Tiger Mosquito mystery 32 clues to cut up and share among students to find out why tiger mosquitoes are a hazard for the UK Worksheet - Concept Map: Tiger Mosquitoes in the UK 35 pieces of info to read, discuss, sort & color code: Locations; Causes; Effects; Management; Supporting Data Worksheet - Thought Chains: Tiger Mosquitoes Six statements to start off detailed answers using connectives (eg ‘Globalisation has increased the tiger mosquito hazard’; ‘Outbreaks of Dengue, Zika, or yellow fever would be disastrous for a country’s economy’) Worksheet - Geography Web: Tiger Mosquitoes Students make links between key ideas (eg mosquitoes, gardening, climate change) Link to YouTube video: ‘The Asian Tiger mosquito: climate controls in Europe’ Slide showing UK government’s current opinion of the tiger mosquito hazard Worksheet - Tiger Mosquito Hexagons Students discuss and make links between icons (eg dollar sign, thermometer, mosquito, factory) Decision Making Exercise: Several slides (showing images & info about the tiger mosquito hazard and management options) to print and distribute around student groups Worksheet - analyse the four management options (insecticides, vaccines, lethal ovitraps, or monitor imports) Two versions are provided: a) human, economic & environmental aspects; or b) advantages vs disadvantages Worksheet - Enquiry conclusion Teachers’ info (including links to academic articles)

This resource includes a variety of lesson activities to pick and choose: *** Starters** (1) Illustrated glossary of four key settlement terms relevant to Portsmouth - Students draw their own interpretation of the definitions. (2) Odd-one-out Powerpoint slided - Students discuss and write about four key physical terms relevant to Portsmouth. (3) 5Ws & 1H - Students discuss the illustrations and their relevance to the founding of Portsmouth in 1194. (Second slide gives possible answers). Inter-Galactic Address (1) Can you be in more than one place at once? Sheet of (up to) 19 features such as your school, Portsmouth, Eurasia, the Milky Way. Students cut them up and arrange them in order of size. They can then write their classroom’s or their home’s inter-galactic address. Template allows the place names to be personalised to your own location. (2) Link to interactive ‘Scale of the Universe’ which goes from sub-atomic to extra-galactic! Location Factors (1) Worksheet of classic ‘find the best location for a settlement’ activity, but specific to the Portsmouth area. Students assess five potential sites against eight location factors (eg shelter, sunlight, defence). (2) Worksheet - allows written conclusion to the ‘choosing the best site’ activity. (3) Powerpoint slide - Students discuss: ‘Can you suggest where A to E might be in Portsmouth?’. Second slide gives potential answers. Portsmouth Site & Situation Mystery (1) Thirty-two clues to cut up and distribute amongst the class. Includes references to France, Portsdown, marshes, Portsea Island). (2) Students swap info to enable them to annotate a historic map of Portsmouth to explain why Portsmouth was a good location for Britain’s main Naval Base. (Two versions of the map are included - one with more scaffolding for the annotation, one with an example). (3) Worksheet - Students write a response to the hypothesis: ‘Portsmouth was an excellent site for a town and dockyard to be built’. (4) Worksheet - Alternative conclusion: Students make links between six images arranged in a set of hexagons. Home of the Royal Navy Why did the naval base move from Portchester to the Port’s Mouth? (1) Concept map - Students discuss and colour code thirty-five facts according to named locations, negatives about Portchester, positives about Portsmouth. Includes reasons why the Roman’s chose Portchester, deforestation, silt, narrow harbour entrance. (2) Worksheet - Students can use the info they have learned to annotate a map of the Portsmouth area… Or can simply write an extended conclusion as exam practice. (3) Powerpoint slide: photographic analysis - Portsmouth Harbour aerial view to be discussed as a plenary. (What does the photo tell us? What can be inferred? WHat does the photo not tell us?). Second slide gives possible answers. Place names (1) Powerpoint slides introducing the value of place name etymology to geographical understanding of a place (Hilsea as an example).