Coastal Processes and Landforms: Teachers Notes This is the one of three programmes produced by Pumpkin Interactive about coasts and coastal management. This programme is concerned with coastal processes and landforms found along the south Devon and Dorset coast. The other two are concerned with different aspects of coastal management; Sustainable Coastal Management: Case Study Holderness addresses physical coastal protection Managing the Dorset Coast looks at tourist pressures at Studland. Each of the three will suit GCSE and post-16 Geography courses, including AS, A2, Scottish Highers, IB and Pre-U. This programme focuses upon a number of locations, including Hallsands in south Devon and the Purbeck coast in Dorset. Each is a stretch of coast from which come many examples of classic coastal study; Hallsands represents a coast under pressure from erosion, whist the Purbeck coast contains classic coastal geomorphology at Lulworth Cove and Durdle Door. Some comparative visits are made to Holderness so that students are able to compare processes at different locations. The question for each location is how far the coast can be managed effectively and sustainably. The programme deals with the following aspects of coastal study: The village of Hallsands, where erosion has presented the community with dramatic consequences of erosion Waves, and why wave study is critical to the study of coasts. Students are introduced to a surfer, Windy Miller, as they see how wave study allows him to enjoy his sport. Erosion processes and landforms which draw upon coastal processes and the landforms produced in Devon, Holderness and Purbeck. This includes some brief material on Holderness, where cliff erosion is extreme. Deposition landforms from Sandbanks at Poole, in Dorset. Managing a changing coastline, which takes students to the Slapton area of south Devon, a few kilometres north of Hallsands. How should coasts be managed, and how far can coastal management be sustainable?
Teachers notes There are three Teachers Guidance Sheets, providing guidance and background information about: Using video resources in classrooms The south Devon Coast and Jurassic Coast in Dorset, the background, and issues that each faces. Links between this programme and GCSE, AS and A2 specifications. Teachers will find it especially helpful to read the background information about the coast (Teacher Guidance Page 2), which provides a geographical background to Dorset s Jurassic Coast as well as the coast of South Devon. The notes will assist teachers in handling some of the follow-up activities. The aims of the programme and its follow-up exercises are that students should: know about the location of these stretches of coast, and about their significance in terms of coastal processes and landforms; understand the link between geology, wave processes and landforms, as well as the nature of challenges presented by coastal erosion and by what means coasts should be managed; develop skills in analysing the impacts of erosion upon the coast; be able to judge whether or not coasts need protection from erosion. There are eight Resource Pages, numbered 1-8, and each indicates whether they are intended for teachers or students. Bob Digby, Pumpkin Interactive September 2012
Contents A Teacher Guidance: Teachers Guidance 1 Using this DVD for active learning This consists of ideas to help students learn effectively while watching the programme. Teachers Guidance 2 Background to the south Devon and Dorset Coast This provides background information about the Jurassic coast and Studland. Teachers Guidance 3 Exam course specification links This shows how the programme matches different pre- and post-16 specifications. B Resource Pages: Teacher Resource Page 1 Why can t Mary find her grandmother s house? A mystery to help set the scene an activity to be used before showing the programme. Student Resource Page 2 Outline map of the South Devon and Dorset coast A map for use in teaching about the area and identifying key locations Student Resource Page 3 Notes from the programme A framework for student notes on the programme Student Resource Page 4 Knowing key terms from the programme Knowing the key terms Odd one out Student Resource Page 5 Understanding the programme Understanding key terms and processes from the programme Student Resource Page 6 Understanding wave power! Understanding how waves break, and recognising wave features Student Resource Page 7 How does the sea erode cliffs? Flow charts and annotated diagrams to show cliff-foot and cliff-face processes Student Resource Page 8 Cliff face erosion by rotational slip An exercise designed to clarify student understanding of sub-aerial processes Teacher Resource Page 9 Role Play A role play about whether the A379 should be moved inland.
Teachers Guidance Page 1. Using this DVD for active learning Watching a TV programme can often be interpreted by students as a passive experience. Jane Ferretti (2009) has followed Margaret Roberts research (1986) on the attention given to narration rather than pictures on a DVD. Asked to make notes, students usually make notes on what is said and not what they see. Yet, surely the purpose of programmes such as this is for students to be able to see places which they may be unlikely to visit. The strategies below are therefore designed to help students to engage with the programme in order to make sense. 1 2 3 4 Describing Select scenes (e.g. scenes at the start of the programme showing Gay Martin at Hallsands) and ask students to describe in detail e.g. 20 words to describe what is happening. Ask students to describe a scene and to devise a script (e.g. for the scenes involving Dave and Gareth measuring the beach and analysing results). This is especially effective if done without sound. Reverse the process; ask students to predict what pictures are being shown, and details about these, by listening to the narration but with the screen picture turned off. This could be done for scenes showing coastal landforms at Durdle Door and the Old Harry Rocks. Understanding Before a clip, (e.g. the scenes at Lulworth Cove, Durdle Door and the Old Harry Rocks) give students specific things to look for. This is especially effective if you ask the class to think about how waves have affected the coast what landforms do you think you ll see?, do you think these landforms might change in future?. Freeze-frame scenes and discuss students' understanding of what is being shown. Give students comprehension questions but beware that they may be listening to the narration, with eyes down, rather than watching the picture. If you choose this strategy, watch the class carefully to ensure that they are watching, and give them time afterwards to make any notes that you want. Listening Give students a list of key words to listen out for (see Student Resource Page 4), and then identify their meaning. Ask students to identify key words or phrases, and define these, based on the narration. Some ideas for these are given in Student Resource Pages 4 and 5. Creative follow-up Role-play Interviews. Here, students work in interview pairs. One acts as a journalist, devising questions for the second, who acts as the person being interviewed e.g. a journalist investigating coastal management at Slapton and whether coastal management is just a way of throwing good money after bad. A 5-minute interview with interested parties follows which can either be done privately in pairs or by hot seating in front of the class. Students then
feed back about the interviews. A role play is shown on Teacher Guidance Page 8. Information Gap. You need two rooms for this. Half the class watches part of the programme without sound, while the other hears it without pictures. Each then discusses what they think will be in the script (one group), and shown as pictures (the second group). Students then return to class, pair up, discuss the situation and characters, and put together sounds and pictures. The teacher then shows the complete part of the programme. Fractured scenes. Write parts of the dialogue (included in this DVD) on strips of paper; place these in random order in envelopes, and ask students to re-sequence. Or, distribute strips randomly among students, and ask them to describe the scene in which their script occurs. Further reading Ferretti, Jane (2009) Effective use of visual resources in the classroom in Teaching Geography, Autumn 2009 Roberts, Margaret (1986) Using video in The Geography Teachers Handbook, Geographical Association
Teachers Guidance Page 2. Background to the South Devon & Dorset Coast The South Devon and Dorset coast is well known as one of the UK s most beautiful areas of coastline. With unique landforms and geology, coastal features of both erosion (e.g. Durdle Door, near Lulworth, and the Old Harry Rocks near Swanage) and deposition (e.g. the coastal bar at Slapton) and nature reserves rich in flora and fauna, it is no surprise that the East Devon and Dorset section has become the UK s first coastal World Heritage Coast, as designated by the United Nations, to recognise its global significance. Its geology is varied, and has a significant impact on landforms and scenery. Most rock types in Dorset were formed during the Jurassic period; hence the name Jurassic Coast which is often used. Those of Devon were formed in an earlier geological period known, not surprisingly, as the Devonian. Both stretches are often cited as classic examples of a coast where geology helps to determine coastal formations of headlands and bays, formed in Dorset from, respectively, resistant chalk and Purbeck Limestone (forming steep cliffs, and coastal features such as stacks and arches) and less resistant clays and sands (forming bays). These alternate in bands, so that sometimes they lie parallel to coast (concordant coasts, as at Lulworth Cove), and sometimes at right angles to the coast (discordant coasts, as along the coast between Old Harry Rocks, Swanage and Poole Harbour. South Devon The focus for the early part of this programme is Hallsands, a tiny village in South Devon which is a replacement settlement for one lost in storms of 1917. Waves and surfers The second part of the programme uses surfing as a means of helping students to understand how waves develop and can affect the form of a coastline. Erosion and Landforms Erosion processes and landforms which draw upon coastal processes and the landforms produced from Devon, Holderness and Purbeck. Deposition landforms The issues presented by mobile sand movement created by prevailing winds are shown at Sandbanks, part of Poole, in Dorset. Managing a changing coastline The Slapton Ley area of South Devon, a few kilometres north of Hallsands. This part explores how should coasts be managed, and whether coastal management strategies should be sustainable. A role play is provided with Teacher Resource Page 8 about a real-life debate taking place, which concerns whether the A379 should be moved inland in order to cope with the threat of sustained action by the sea which regularly floods and erodes it.
Teacher Guidance Page 3. Exam course specification links The following list shows how this programme links to various parts of GCSE and AS/ A2 specifications 1. Pre-16 AQA GCSE Geography A * Unit 1 Section B - The Coastal Zone AQA GCSE Geography B * Unit 1 - The Coastal Environment Edexcel GCSE Geography A * Unit 2 Section A - Coastal landscapes Edexcel GCSE Geography B * Unit 1 Section B - Coastal Change and Conflict Edexcel igcse * Section A, Topic 2 - Coastal Environments OCR GCSE Geography B * Theme 1 - Rivers and Coasts WJEC GCSE Geography A * Theme 7- Our Changing Coastline WJEC GCSE Geography B * Theme 2 - Coastal Processes and Coastal Management
2. Post-16 AQA A level Geography * Unit 1 AS Coastal Environments Edexcel A level Geography * Unit 2 AS Crowded Coasts OCR A level Geography * Unit 1 AS Coastal environments WJEC A level Geography * Unit G3 A2 Theme 2 Coastal Landforms and their Management IB Geography * Oceans and their coastal margins Pre-U Geography * Paper 2 Coastal Environments
Teacher Resource Page 1 Why can t Mary find her grandmother s house? This lesson is suitable as an introduction to the programme before you show any of it! It is focused on the village of Hallsands (see photo above) in South Devon. You probably need about 30-40 minutes for the activity and follow-up, though you could develop the follow-up into a full piece of written work if you wish It has been designed for students aged 12-16. Preparation for this lesson Photocopy, laminate and cut up enough of the statements below for your class; you should allow 1 set between two students. Place each complete set of statements into envelopes, and place them on desks ready for students at the start of the lesson. At the end of the activity, ask students to place all statements carefully back into the envelopes, so that you can re-use them. Running the mystery Organise students into pairs. Explain to the students that they are going to solve a mystery; why can t Mary McCoy find her grandmother s house? Explain that, in the envelopes, they have clues that they should try to use to explain what happened. In pairs, they should sort the clues to come up with a story and full explanation.
Do not tell them how to do it, or give them guidance; students think in different ways. Some will automatically come up with a linear sequence, whilst others may group them. The purpose is to make sense. Following up the mystery 1. Debrief students as follows: Where did the mystery occur? What was this place like? What was the sequence of events? What happened to the village? Why did it happen? Was there just a single cause? Were natural or human causes mainly to blame? 2. Ask students to do one of two things: Either a) Write an email of about 300 words from Mary to her family back in Adelaide to explain what s happened to Hallsands and why; Or b) Produce a storyboard for a TV programme (such as Panorama ) about the events of 1917. Decide the sequence of scenes, who you would want to interview and what questions you would like to ask them, and what bigger questions you think need to be asked about this and similar events involving the sea.
Cards for photocopying, laminating and cutting up 660,000 tonnes of sand and gravel were removed from the sea bed between 1897-1901 Between 1897-1901, the naval dockyard at Plymouth was being extended By the end of the 27 th, only one house was left Hallsands is in south Devon Mary has read her great grandmother s diaries about the house in Hallsands where she lived Mary McCoy lives in Adelaide in Australia Most storms usually come from the south-west from which the village was well protected Research since shows that this sand and gravel was deposited thousands of years ago during the Ice Ages The navy dredged sand and gravel for building material from the sea bed further north along the coast from Hallsand The sand and shingle along the coast is not being replaced The tide was exceptionally high on 26 January 1917 and the sea surged over the pebble ridge There had been 128 people living in Hallsands in south Devon. Most families earned a living from fishing. A new village of Hallsands was built higher up the cliff after 1918 By midnight four houses had been destroyed Hallsands faces east to the English Channel, sheltered from westerly storms by Start Point In total, 29 houses were destroyed Mary is on holiday tracing her family roots and wants to find her great grandmother s house Mary s great grandmother left Hallsands for Australia in 1900 On 26 January 1917 a huge easterly storm blew down the English Channel The navy assumed that any material they took would be replaced naturally by more out at sea The ruins of a very few houses still stand The sea crashed into the houses, flooding them Hallsands was protected by a large natural pebble ridge in 1917 Twelve hours later at midday on 27th, the next high tide destroyed more houses
Student Resource Page 2. Outline map of the south Devon and Dorset coast
Student Resource Page 3. Notes from the programme Use this framework as an A3 sheet to make brief notes on the programme using a) the pictures, b) the commentary. Part 1 Introduction Part 2 Forces of Change The Power of Waves Windy's Perfect Waves Constructive & Destructive Waves Factors Affecting Waves Part 3 Forces of Change Erosion: Processes and Landforms Part 4 Forces of Change Deposition: Causes and Landforms Pictures Commentary Part 5 Managing a Changing Coastline: Case Study Slapton Ley
Student Resource Page 4. Knowing key terms from the programme Define these terms: 1 General 1. abrasion 2. bastion 3. cliff undercutting 4. cliff-face processes 5. cliff-foot processes 6. concordant coastline 7. corrasion 8. corrosion 9. deposition 10.differential erosion 11.discordant coastline 12.erosion 13.geology 14.groynes 15.hydraulic action 16.littoral cell 17.longshore drift 18.offshore sand bar 19.rock structure 20.rotational slip 21.sediment cell 22.shingle 23.spring tide 24.sub-aerial processes 25.transportation 2 Coastal landforms and features 1. arch 2. barrier beach 3. bar 4. bay 5. cave 6. cliff 7. coastal bar 8. headland 9. spit 10.stack 11.stump 12.tombolo 13.wave-cut platform (also known as shoreline platform) 3 Waves 1. backwash 2. constructive waves 3. destructive waves 4. fetch Odd one out 5. plunging waves 6. prevailing winds 7. refracted waves 8. swash 9. swell 10.swell period 11.wave crest 12.wave frequency 13.wavelength In pairs, discuss and explain which of the following is the odd one out. In each case, explain what makes the odd one different from the rest. 1 abrasion, hydraulic action, longshore drift 2 fetch, swash, swell 3 constructive waves, swell period, wavelength
4 cliff, geology, rock structure 5 arch, barrier beach, cave 6 cave, stack, wave-cut platform 7 cliff, coastal bar, spit 8 littoral cell, longshore drift, offshore sand bar 9 rotational slip, cliff undercutting, abrasion 10 groyne, beach, cave.
Student Resource Page 5. Understanding the programme Explain the following from the programme: A Wind and waves 1. Why is Hallsands always affected worse by easterly than by westerly storms? 2. Why does it take a combination of wind strength, time and distance to produce large waves? 3. Explain the connection between the terms swell and fetch. 4. What is meant by the term prevailing south westerly winds? 5. How do prevailing south westerly winds affect where the best surf is found in the UK? 6. Where are the best low frequency waves that are exactly what Surfers like Windy want produced in the UK? Why? 7. Explain why surfers ideal waves do less damage to property than storm waves. 8. Why are the best places to learn surf nearly always on gently sloping beaches? 9. Distinguish between constructive and destructive waves. B Erosion: Processes and Landforms 10.Describe how erosion differs along the Holderness coast from that of south Devon. 11.Explain why there are these differences. 12.Explain why there is differential erosion along Dorset s Purbeck coast. 13.How can differential erosion lead to a) concordant, b) discordant coastlines? 14.Why do cliffs, caves and stacks only form along coastlines where the rock type is resistant? C Deposition and beach landforms 15.Explain how prevailing SW winds and longshore drift produce erosion at Sandbanks. 16.In what ways are groynes intended to solve the problem of beach erosion at Sandbanks? 17.Explain how groynes can have huge impacts on other parts of a stretch of coast. 18.How has the concept of sediment cells helped us to understand coastlines more clearly? 19.How might an understanding of sediment cells have prevented the destruction of Hallsands? D Managing a Changing Coastline: Case Study Slapton Ley 20.Why is the main road between Kingsbridge and Dartmouth under threat? Does it matter?
21.What impact does a combination of rising sea levels, longshore drift, severe storms, and high tides have upon this road, and where? 22.Outline the arguments in favour of and against the following strategies for managing these four problems here: a) let it erode b) move a whole section of the road inland c) sheet-pile the whole length of the road d) install new bastions along this stretch of coast. 23.In what ways is cost-benefit analysis likely to affect which of these is most likely to be adopted by the council?
Student Resource Page 6. Understanding wave power! The sequence of a breaking wave 1 Below is a list of stages in the breaking of a wave. These have been mixed up. In pairs, place them in the correct order, from wave formation to a wave breaking: A. friction from the sea bed slows the bottom part of the wave B. front of the wave becomes steeper C. height of the wave increases D. open ocean E. small circular movements in the water F. upper parts of the wave travel faster than the base G. water is pushed up H. wave approaches the coast I. wave falls forward and breaks 2. Show these stages in diagrams 3. Annotate as many of these stages on the photo above.
Student Resource Page 7. How does the sea erode cliffs? 1. Sort these statements into two sequences (one for abrasion, one for hydraulic action) to show how cliff-foot erosion takes place. 2. Draw a series of 2-3 diagrams, using every statement to label them, to show how cliff-foot erosion takes place. cliff collapses hydraulic action wave retreats air is trapped inside cracks rock shatters Corrasion (also known as abrasion) cliff is undercut wave reaches base of cliff explosion of air rocks thrown with waves against base of cliff an overhang develops wave advances How and why do cliffs slump? 1. Sort these terms into a sequence to show the effects of sub-aerial processes on cliffs. 2. Draw a series of 2-3 diagrams, using every statement to label them, to show how sub-aerial processes produce cliff slumping and cliff retreat. Rainwater soaks into cliff Cliff face Cliff Water foot levels build up Infiltration Starts raining Weaker rocks Rock exposed by slumping Underlying clay becomes wet and slippery Clays and soil dry out and crack in summer Cliff can t support its own weight Cliff slumps, sliding on the wet slip plane Weight of cliff increases Cliff retreats Slip surface Student Resource Page 8 slip Weathering and weakening of cliff Removal of slumped material by wave Cliff face erosion by rotational
1. Complete this exercise by filling in blank boxes 1 to 5. Stage 1: The loosening of the cliff 1 Steep cliff face 2 Stage 2: The Slip Cliff face exposed SLIP SURFACE is created Some water seeps out at the cliff base Stage 3: The effects 3 The cliff face slumps 4 5 2. Define the following, then add these to your diagrams above where appropriate.
Teacher Resource Page 9. A role play about Slapton Ley Lesson 1 Set the scene This role play is to decide the fate of the main A379 at Slapton Ley. The road links Kingsbridge and Dartmouth in south Devon. It has been badly affected by coastal erosion, and is likely to involve the local and county council in considerable expense. A more permanent solution is sought. There are four possibilities on offer: a) Do nothing; let the road erode b) Move a whole section of the road inland c) sheet-pile the whole length of the road d) install new bastions along this stretch of coast. For this lesson, you will need A copy of each role. There are nine roles in total. A copy of the role preparation sheet to help students prepare their presentation. Before the role play, you will need to have shown the full programme. Prepare the roles Before the lesson, consider how you will allocate the nine roles. Rather than random distribution, you need to decide in advance upon groups that you select, since some differentiation may be required. Numbers suggested are for a class of 30; you can adjust numbers according to your class. You will need 3+ students per role. You need to decide a) Are students capable of the role? The role of Devon County Council is possibly the most demanding, since a questioning ability and ability to think on their feet is essential. At the end they will decide which policy to adopt. This is an opportunity to differentiate by ability. Least able students may be best suited to roles of shopkeepers or local villagers, for example. Students with an interest in Science will make good representatives for the local Wildlife Trust. b) What is the role of each group member in the preparation stage, and in the role play itself? Will each group member have to speak? Will each person have a role in advance, so that there is a division of labour? The role of Devon County Council will be different, since it involves preparing questions and perhaps interviewing each group in advance of the role play to get an idea of feelings, and how they might prepare questions. In addition, you will need a chairing role to manage the agenda during the role-play itself, to invite questions and keep order. You can do this yourself or why not invite in a sixth form mentor to do this? Especially important too is the need to allow students time in which to prepare their role. The nine roles are 1. Devon County Council. They are the decision-makers since it falls to them to decide what to do about the stretch of road. The beach is very close to the
road in places. Devon County Council have said that where the damage is repairable, they will repair that damage. If it becomes too regular and too significant, it becomes too un-economic to do so. 2. Environment Agency. They need to have an understanding of why the problem of coastal erosion exists there in the first place. They will need to explain this to the meeting. 3. Coastal engineers 1. This group supports the policy to do nothing and to let the road erode. They need to understand impacts of this policy. They will need to be able to explain to everyone present how and why they support this. 4. Coastal engineers 2. This group supports the policy to move a whole section of the road inland away from the villages. They need to understand impacts of this policy. They will need to be able to explain to everyone present how and why they support this. 5. Coastal engineers 3. This group supports the policy to sheet-pile the whole length of the road. They need to understand impacts of this policy. They will need to be able to explain to everyone present how and why they support this. 6. Coastal engineers 4. This group supports the policy to install new bastions along this stretch of coast. They need to understand impacts of this policy. They will need to be able to explain to everyone present how and why they support this. 7. Local villagers. The villagers of Torcross, Slapton, Blackhorton and Strete, who are likely to see their shops decline if the road is permanently moved. 8. Local shopkeepers. The shops in Torcross, Slapton, Blackhorton and Strete, will suffer and be likely to close if the road is permanently moved. 9. Local Parish councillors from the villages affected. Provide pupils with a copy of their role card, which will help them to consider who they are, and to identify how they feel about the issue. They will need time to prepare some of the detail. In addition, you might want to allow time for alliances to develop e.g. between the villagers and Parish Councillors.
Lesson 2 The role play The following is the time allocation for a one hour lesson. Within it, about 10 minutes should be allowed for debriefing, followed by a homework or lesson follow-up in which students can write an evaluation of what happened. The written evaluation allows pupils to reflect on their learning about the issue, what happened in the role-play, and how they feel about it. Public Meeting Should the A379 be permanently moved inland? Agenda 1. Welcome and introduction of each party by the Chair (1 minute) 2. The eight groups are invited to present their case to Devon County Council no more than two minutes each, with one minute to allow for two questions from the Council members. (8 x 3 minutes = 24 minutes): in order 3. Open questions are allowed between each of the groups and Devon County Council. The Chair must promote fair play during this part of the meeting. (10 minutes) 4. The Chair briefly sums up each role (1 minute) 5. The Chair asks Devon County Council members to leave the room, and consider their verdict for no more than 5 minutes. (5 minutes) While the Council members are out of the room, the Chair takes over, asking what verdict they think the judges will reach, and why. This is an important part of the role-play and should be conducted with students still in role. 6. Devon County Council members return and deliver their verdict which of the four policies they wish to accept, and their reasons. (5 minutes) 7. The teacher debriefs the role play (10 minutes see below) 3. Debriefing the role play Debrief is a vital stage for role-play and should not be rushed. Its purpose is to allow pupils to reflect on what they have learnt. The teacher should allow pupils to reflect in open but structured discussion in which rules of debate are kept to. A full debrief should take about 15-20 minutes. Possible questions for exploration a) how did each group feel about the verdict delivered by Devon County Council? b) Which case won the day, and why? c) Which group s role was strongest during the role-play? Did this help to win the case? d) Which roles do the Devon County Council members feel were carried out well? Why? e) Were these actually the strongest cases, or were they cleverly played by those in role?
f) Did anyone find themselves arguing for something they didn t believe in? What was this like? Why? g) Did anyone change their beliefs during the role play? Why? h) Do you think that this is like the real enquiry that would take place in areas such as Slapton? What would have been similar? What would have been different? 4. Follow-up work A written evaluation of the role-play could take place here, using the following framework of questions a) What was the role-play about? How did the issue arise? b) Whom did it involve? Why were these people involved? How did each person feel about proposals for the road? c) What was your role? Were you for or against? Describe your role. How good was your case? Was it an easy case to prepare? Why? d) How good were other cases put forward at the meeting? What made them good? Who made the strongest case? Were these easy cases to prepare? Why? e) How did you feel about the decision made by Devon County Council? Why? Why do you think they made this decision? f) What did you find you learnt during the role-play? Why? g) Did you change your views about whether the road should be moved during the role-play? Why? h) How do you now feel about what should happen to the road? i) How far do you think that coastal erosion should always lead to greater coastal protection?
Role cards Distribute these to the groups you have arranged. Devon County Council Environment Agency You will listen to all the arguments, ask You are responsible for the quality of the questions, and at the end will coast in this area. You need to have an recommend whether the A379 should be understanding of why the problem of moved, and which of the four policies coastal erosion exists here in the first you prefer. Before the role play, you place. You will need to explain this to need to know that Devon prides itself on the meeting. Prepare some powerpoint being one of the lowest cost councils in slides to explain clearly what is the UK. It does not want to see Council happening to this stretch of road. Tax bills increase without good reason. Coastal engineers 1 Coastal engineers 2 You support the policy to do nothing andyou support the policy to move a whole to let the road erode. You need to section of the road inland, away from understand impacts of this policy and villages. People at the meeting need to what others will think. You need to understand impacts of this policy and explain to everyone present at the it s your job to explain how and why you meeting how and why you support this. support this. It is the most expensive This option is cheapest but it has most option, likely to cost upwards of 30 impact on local people, so you need to million, payable out of Council income explain this and be prepared to take (40%) and central government money some flack! (60%). Coastal engineers 3 Coastal engineers 4 You support the policy to install sheetpiling along the whole length of the road which is affected by erosion. You need to understand the impacts of this policy and what it will mean while the road is completely dug up and strengthened. You will explain to everyone present how and why you support this. It will cost 10 million, payable out of Council income (40%) and government money (60%). The piling will last about 30 years. Local village residents You are villagers from Torcross, Slapton, Blackhorton and Strete, who are likely to see their shops and services (e.g. buses) decline if the road is permanently moved. Because the villages are small, they depend upon tourists and passing trade to stay open. You need to decide which of the four policies you most want, and put your case to the meeting. You support the policy to install new bastions along the beach on this stretch of coast. You need to understand what this involves doing, with pictures to show people, and what impacts there might be of this policy. You will explain to everyone present how and why you support this. It will cost 4 million, payable out of Council income (40%) and government money (60%), but will need to be maintained at a cost of 250 000 every year for life. Local village businesses You own the shops and services (e.g. post office) in Torcross, Slapton, Blackhorton and Strete, and will see your shops and services (e.g. buses) decline if the road is permanently moved. Because the villages are small, you depend upon tourists and passing trade to stay open. You need to decide which of the four policies you want, and let the meeting know.
Local Parish councillors You represent local villagers and businesses in the four villages affected (Torcross, Slapton, Blackhorton and Strete). There are elections coming up next year and you re keen to be re-elected. Which strategy will you vote for at the meeting? Who will you look to for most support?
Useful Websites Slapton Ley Field Centre www.field-studies-council.org www.slnnr.org.uk/education-visits/slapton-line-education-resources.aspx (online resources) Kingsbridge Cookworthy Museum www.kingsbridgemuseum.org.uk Waves Surf School www.wavessurfschool.co.uk Big Salty www.bigsalty.co.uk Channel Coastal Observatory www.channelcoast.org The National Oceanographic Centre www.noc.soton.ac.uk The National Trust www.nationaltrust.org.uk East Riding of Yorkshire Council www.eastriding.gov.uk Environment Agency Geomatics www.geomatics-group.co.uk Slapton Line Partnership www.slaptonline.org South Hams District Council & West Devon Borough Council www.westdevon.gov.uk