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Pilot GCSE: An Extreme Environment - Using Mount Everest

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This scheme draws upon the Mount Everest theme within the RGS-IBG’s Unlocking the Archives. Before using the suggested activities, refer to the teacher’s notes about the Everest materials.

The full scheme (developed by Diane Swift (GA) and Judy Mansell (RGS-IBG)) offers an overview of how the online Mount Everest theme can be used to support the ‘Extreme Environments’ theme. Ideally, it should be used in conjunction with other websites and print-based resources on the Everest region.

The online activities

The online activities on Mount Everest consist of 15 multiple-choice questions. These could provide a stimulating starter or plenary and could be used on an interactive whiteboard.

Teaching and learning ideas

The following teaching and learning ideas follow a sequence, but you can pick and choose which sections you wish to cover.

Download the following supporting materials:

Learning outcomes

Candidates should be able to:
  • Present their own understandings of the term ‘extreme environment’ and explain the different ways in which people have viewed these areas past and present (use ‘What do I already know?).
  • Describe the geographical location, broad characteristics and identifying features of the chosen extreme environment and explain how it fits the definition of an extreme environment (use Wordmat)
  • Recognise the different ways in which this chosen extreme environment has been represented imagined and perceived.
  • Understand the value of literary, artistic and popular sources in studying it.
  • Explain the main climatic factors influencing the region. Identify and explain the main physical processes at work. Describe and explain examples of some typical physical features in the chosen environment. Show an understanding of the methods of physical geography (use Factsheets on climate and glacial erosion).

  • Identify explain and compare the range of ways in which humans have used and responded to the area, referring to specific examples (use the tourism resources).
  • Identify likely future changes to the area (physical and human), recognising significant local regional and global implications. Present their own views and creative responses to this extreme environment (use the Sagarmatha information sheet and futures frame).
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