Geography · Year 11 · 3 weeks
Living with Water in Hull
Driving question
Where should Hull build its next rain garden to best manage surface water flood risk?
Cities and urban society – An overview of the causes and effects of rapid urbanisation and contrasting urban trends in different parts of the world with varying characteristics of economic and social development. For at least one major city in an economically advanced country, and one major city in a poorer country or recently emerging economy, examine ways of life and contemporary challenges arising from and influencing urban change. Both city studies should be set within the context of their region, country and the wider world, including an understanding of the causes and impacts of national and international migration on the growth and character of these cities.
TAUGHT IN Week 1, activity 1; Week 2, activity 2; Week 3, activity 2ASSESSED BY Urban Challenges and Living with Water
Different approaches to fieldwork undertaken in at least two contrasting environments. Fieldwork overall should include exploration of physical and human processes and the interactions between them and should involve the collection of primary physical and human data (but these requirements need not all be addressed in each piece of fieldwork).
TAUGHT IN Week 1, activity 1; Week 1, activity 2; Week 3, activity 2ASSESSED BY Fieldwork Investigation and Interaction
‘Data’ should include both qualitative and quantitative data and data from both primary and secondary sources: fieldwork data; GIS material; written and digital sources; visual and graphical sources; and numerical and statistical information. Using data should include its collection, interpretation and analysis, including the application of appropriate quantitative and statistical techniques (a list of required skills and techniques is given in the Appendix); it also includes the effective presentation, communication and evaluation of material.
TAUGHT IN Week 1, activity 2; Week 2, activity 1; Week 2, activity 2; Week 3, activity 1; Week 3, activity 2ASSESSED BY Geographical Data Analysis and Presentation
Contains public sector information licensed under the Open Government Licence v3.0.
In this three-week unit, Year 11 pupils investigate how surface water flood risk affects Hull and examine how sustainable drainage systems (SuDS) can reduce runoff. Pupils gather primary infiltration and surface permeability data across contrasting green and paved urban sites on the school grounds and immediate local area, comparing Hull's flood resilience strategies with water management challenges in a contrasting world city. They analyse their primary fieldwork alongside local 2007 flood extent maps and current drainage data using geographic information systems (GIS). Finally, pupil teams produce a site-selection proposal and flood risk map recommending the exact location for a new neighbourhood rain garden, presenting their evidence-based brief to members of the local council flood risk team.
The teacher projects a series of archival photographs and GIS flood depth maps from the June 2007 Hull floods alongside a modern aerial image of paved residential streets and parks. Pupils pass around a piece of permeable paving and a solid impermeable concrete slab while watching water run straight off one and soak through the other. The teacher asks the class why so much water stayed on Hull's streets in 2007 and where it can safely go during the next heavy storm.
- Why is Hull particularly vulnerable to surface water flooding compared to other cities?
- How does surface cover in parks versus paved estates affect how fast water soaks into the ground?
- What are sustainable drainage schemes like rain gardens and how do they work?
- How do cities in other parts of the world manage severe urban water challenges?
- What data do we need to convince council flood officers that our site is the right choice?
Your lessons: 2 a week, 60 minutes.
Week 1
Collect primary infiltration data across contrasting urban surfaces and introduce urban water challenges.
Review urbanisation and surface water challenges in Hull alongside a contrasting emerging economy city, then set up the fieldwork inquiry. Run fieldwork in groups of four with set roles: timer, pourer, recorder and photographer.
· 1 lessonConduct primary fieldwork across school grounds and adjacent streets comparing infiltration rates and permeable surface percentages between green space and paved tarmac. Compare infiltration rates in Pearson Park with the paved forecourt outside St Stephen's shopping centre.
· 1 lesson
Supports
For EAL pupils, provide visual glossaries defining infiltration, impermeable surface, and sustainable drainage; for pupils with SEND, use pre-formatted recording sheets with paired sampling roles; for extension, pupils calculate mean infiltration rates and percentage runoff differences across sampled surfaces.
Deliverable
Completed fieldwork data collection sheet recording infiltration rates in seconds and land surface permeability tallies across contrasting sites.
Week 2
Map secondary flood data using GIS and integrate primary infiltration results into a site proposal draft.
Overlay primary infiltration data against digital flood risk maps and 2007 surface flood extents using digital GIS mapping tools to identify high-risk urban zones. Trim the hard-engineering case study; the tidal barrier is enough and the SuDS schemes are the point.
· 1 lessonPractise plotting infiltration graphs through a whole-class worked example modelled on the board using their own fieldwork numbers before students draw their own graphs. Draft the rain garden proposal brief in teams, outlining site justification, physical drainage mechanisms, and urban social impacts while contrasting with wider urban challenges.
· 1 lesson
Supports
For EAL pupils, provide sentence starters for comparing primary data to GIS layers; for pupils with SEND, offer a structured report template with labelled map boxes; for extension, pupils evaluate potential limitations and anomalies in their primary infiltration data.
Deliverable
Draft rain garden site-selection brief including an annotated GIS map overlay and primary data summary table.
Week 3
Critique draft proposals, revise recommendations, and present the final rain garden case to flood risk specialists.
Conduct a structured peer review workshop using a clear feedback checklist to evaluate site choices, data accuracy, and justification against council flood priorities.
· 1 lessonPresent the finalised rain garden site proposals and map evidence to a visiting flood risk officer, followed by written personal fieldwork reflections.
· 1 lesson
Supports
For EAL pupils, offer rehearsal time with bilingual key term prompts before speaking; for pupils with SEND, assign defined speaking segments supported by prompt cue cards; for extension, pupils formulate specific questions for the flood officer regarding long-term maintenance of sustainable drainage schemes.
Deliverable
Final rain garden site recommendation brief, annotated risk map, and an individual evaluation of fieldwork methodology.
At the start of lesson 5 (Week 3, Lesson 1)
Pupil teams pair up to critique drafts using a rubric checklist focused on evidence quality, GIS data integration, and clarity of site justification. Each team receives two specific suggestions to improve their data interpretation before final revisions.
Student reflection
At the end of lesson 6, pupils complete an individual written reflection examining what their primary data revealed, how reliable their infiltration measurements were, and what they would change if repeating the fieldwork.
What they make
Pupils produce an illustrated site-selection brief and annotated map proposing the precise location and geographical justification for Hull's next community rain garden.
Options
Teams choose their target neighbourhood site in Hull, decide whether to present their proposal as an illustrated print report or a digital slide brief, and select which supporting graphical data to highlight.
Who sees it
A local authority flood risk officer or drainage engineer during lesson 6 (the second lesson of Week 3).
Teams
Teams of three pupils, formed by the teacher to mix data analysis, mapping, and communication strengths.
| Criterion | beginning | developing | proficient | advanced |
|---|---|---|---|---|
Urban Challenges and Living with Water GCSE Geography: cities and urban society · team | Mentions that Hull floods and lists basic urban features without linking them to wider urban change or comparing approaches. | Outlines why Hull faces surface water flooding and mentions challenges faced by another city, but connections between urban growth and flood vulnerability remain basic. | Explains how urban development and surface changes create flood hazards in Hull, making clear comparisons to water challenges and responses in a contrasting world city. | Critically analyses how historical urban growth, infrastructure, and socio-economic factors shape flood risk in Hull, comparing these with urban challenges in an emerging economy city. |
Fieldwork Investigation and Interaction GCSE Geography: Different approaches to fieldwork undertaken… · individual | Records basic measurements during fieldwork but shows little understanding of how physical and human processes interact. | Collects primary infiltration and surface data across green and paved sites, identifying basic differences between physical soil absorption and human-made surfaces. | Follows rigorous fieldwork methods across contrasting environments to measure infiltration, explaining how human ground cover alters physical hydrological processes. | Carries out accurate, systematic fieldwork across contrasting urban sites, critically evaluating how human land use interacts with physical hydrology and identifying methodological limitations. |
Geographical Data Analysis and Presentation GCSE Geography: ‘Data’ should include both qualitative… · team | Presents raw fieldwork numbers on a basic map without clear labelling or integration of secondary flood maps. | Plots infiltration rates into charts and places sites onto a flood map, showing basic quantitative calculations. | Accurately integrates primary fieldwork statistics with secondary GIS flood layers, using clear cartographic and graphical techniques to support the site proposal. | Synthesises primary quantitative rates and secondary GIS layers fluently, using advanced graphical presentation and statistical reasoning to justify the rain garden site choice. |
Urban Challenges and Living with Water
GCSE Geography: cities and urban society · teambeginning
Mentions that Hull floods and lists basic urban features without linking them to wider urban change or comparing approaches.
developing
Outlines why Hull faces surface water flooding and mentions challenges faced by another city, but connections between urban growth and flood vulnerability remain basic.
proficient
Explains how urban development and surface changes create flood hazards in Hull, making clear comparisons to water challenges and responses in a contrasting world city.
advanced
Critically analyses how historical urban growth, infrastructure, and socio-economic factors shape flood risk in Hull, comparing these with urban challenges in an emerging economy city.
Fieldwork Investigation and Interaction
GCSE Geography: Different approaches to fieldwork undertaken… · individualbeginning
Records basic measurements during fieldwork but shows little understanding of how physical and human processes interact.
developing
Collects primary infiltration and surface data across green and paved sites, identifying basic differences between physical soil absorption and human-made surfaces.
proficient
Follows rigorous fieldwork methods across contrasting environments to measure infiltration, explaining how human ground cover alters physical hydrological processes.
advanced
Carries out accurate, systematic fieldwork across contrasting urban sites, critically evaluating how human land use interacts with physical hydrology and identifying methodological limitations.
Geographical Data Analysis and Presentation
GCSE Geography: ‘Data’ should include both qualitative… · teambeginning
Presents raw fieldwork numbers on a basic map without clear labelling or integration of secondary flood maps.
developing
Plots infiltration rates into charts and places sites onto a flood map, showing basic quantitative calculations.
proficient
Accurately integrates primary fieldwork statistics with secondary GIS flood layers, using clear cartographic and graphical techniques to support the site proposal.
advanced
Synthesises primary quantitative rates and secondary GIS layers fluently, using advanced graphical presentation and statistical reasoning to justify the rain garden site choice.
- Infiltration rings made from open metal cylinders, measuring jugs of water, stopwatches, and rulers for soil permeability fieldwork.
- Local OS maps and digital GIS layers showing Hull's surface water flood risk zones and 2007 flood extent.check before use
- Case study overview information on urban drainage and water management challenges in a major city within an emerging economy.
- Local council flood risk management team representative to attend pupil presentations and review site recommendations.check before use