Edexcel A GCSE Geography 2013-2015fluencycontent2- A GCSE Geography 2013-2015 Teachers of Geography

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Text of Edexcel A GCSE Geography 2013-2015fluencycontent2- A GCSE Geography 2013-2015 Teachers of Geography

  • Edexcel A GCSE Geography 2013-2015

    Teachers of Geography GCSE: Mrs C Winsor charlotte.winsor@slougheton.com

    Ms K Goraj katie.goraj@slougheton.com

    Examination Board: Edexcel (www.edexcel.com)

    Specification: Geography A

    mailto:charlotte.winsor@slougheton.com mailto:katie.goraj@slougheton.com

  • Exams and summary of assessment

    Unit/Module Number and

    Name

    Unit/Module Description Percentage towards final grade

    Unit 1

    (Answer All Questions)

    Geographical Skills and Challenges

    ‘Geographical Skills’ and ‘Challenges for the Planet’

    Provisional exam date May 13th 2014.

    25% - EXAM

    Unit 2

    (Answer all questions in section A and 1 in section B)

    The Physical World

    ‘Coastal Landscapes’, ‘ River Landscapes’, ‘ Tectonic Processes’ and ‘A watery World’

    Provisional exam date Thursday May 22nd 2014

    25% - EXAM

    Unit 3

    (Answer all questions in section A and 1 in section B)

    The Human Word

    ‘Economic Change’, Settlement Change’, Population Change’ and ‘A Tourist’s world’

    Provisional exam date Friday June 6th 2014

    25% Exam

    Unit 4 Geographical Investigation

    This is the write-up of the Swanage Bay trip. It involves an Introduction, Method, Data Presentation, Data Analysis and Evaluation.

    The Data Analysis and Evaluation are both completed in class under a high level of control.

    All the other sections are completed by pupils under low level of Control. The help sheets for these are on fronter.

    THE DEADLINE FOR COMPLETION IS OCTOBER 24th

    25% controlled Assessment

  • Spelling, Punctuation and Grammar (SPaG)

    Why has SPaG been introduced? In 2011, the Department for Education announced that SPaG would be introduced into the assessment of four GCSE qualifications: English Literature, History, Geography and Religious Studies. In each of these qualifications 5% of the total marks must be allocated to the assessment of candidates’ spelling, punctuation and grammar. Therefore, for GCSE Geography A, with a total of 200 marks, 5% of the total is 10 marks for SPaG.

    How has SPaG been applied? In Edexcel’s GCSE Geography A, SPaG marks will be assessed in Section B of Units 1, 2 and 3. SPaG is not assessed in Unit 4 (controlled assessment). Marks for Quality of Written Communication (QWC) remain unchanged throughout the GCSE Geography A qualification. SPaG marks are allocated across Units 1, 2 and 3 in order to give candidates an opportunity to be rewarded for their SPaG across different elements of the subject, rather than having all of the SPaG marks in just one unit examination. The SPaG marks have been allocated to the question within each section that offers the most opportunity for the use of extensive technical vocabulary and gives candidates an opportunity to demonstrate their writing skills.

    When is the first assessment of SPaG? For GCSE Geography A, SPaG will first be assessed in January 2013. Exemplar questions and mark schemes are available in this guide and further materials will be added to the website over time. www.edexcel.com/gcse2012geography

    How will SPaG be made clear on the exam paper? There will be an instruction for candidates on the front cover of the exam paper, as well as before any question that have SPaG marks available. Beneath the question it will indicate how many marks are available for SPaG for that question.

    This is how it will be marked

  • Course content and Checklists

    Unit 1 - Geographical Skills and Challenges

    Geographical Skills

    What I need to know I could answer a question on this

    I know this but I am not that confident

    I would not be able to answer a question on this

    Basic Skills I can label and annotate diagrams, maps, graphs and sketches I can draw sketches from photographs and in the field I can use and interpret aerial, oblique and satellite photographs for different landscapes

    I can write coherently, showing the importance of good literacy skills in expressing geographical points.

    Cartographic skills Atlas maps I can recognise and describe distributions and patterns of both human and physical features.

    Sketch maps I can draw, label, annotate, understand and interpret sketch maps. Ordnance Survey maps (1:50 000 scale) I can recognise symbols (using a key), four- and six-figure grid references, and straight line and winding distances

    I can demonstrate an understanding of direction, using an eight-point compass

    I can demonstrate understanding of the construction of cross-sections I can complete and annotate cross-sections, indicating height and degree of slope and simple contour patterns

    I can recognise and describe patterns of vegetation, land use and communications

    I can describe and identify the site, situation and shape of settlements I can recognise and describe distributions and patterns of both human and physical features

    I can infer human activity from map evidence, including tourism I can use maps in association with photographs, sketches and written directions.

    Graphical skills I can construct and complete a variety of graphs, charts and maps I can interpret a variety of graphs, including those located on maps and topological diagrams.

    Geographical enquiry skills I can identify, analyse and evaluate geographical questions, hypotheses and issues

    I can establish appropriate sequences of investigation and follow appropriate enquiry approaches

    I can extract and interpret information from a range of sources including field observations, maps, drawings, photographs, diagrams and tables and secondary sources

    I can describe, analyse and interpret evidence I can draw and justify conclusions from evidence I can evaluate methods of data collection, presentation and analysis of evidence.

    ICT skills I can collect and annotate photographs and satellite images I can use databases such as census and population data I can use the internet, eg to investigate case studies of volcanic eruptions, floods

  • I can extract information from video and television programmes I can carry out data presentation and analysis techniques I can use spreadsheets and data-handling software I can research and present investigative work. Geographical Information System (GIS) skills I can capture and represent geographical information in systems such as Aegis

    I can use web mapping sites such as Google Earth and Multimap.

    Challenges for the Planet

    What I need to know I could answer a question on this

    I know this but I am not that confident

    I would not be able to answer a question on this

    The causes, effects and responses to climate change I know how and why climate has changed since the last ice age. I know how the climate has changed in the last 10 000 years to the present day.

    I know how volcanic activity has affected climate I know how orbital geometry has affected climate I know how variations in solar output has affected climate I know the causes of current climate change on a local and global scale, including the burning fossil fuels and the increase of methane in the atmosphere.

    I know examples of causes of climate change which illustrate the actions of the individuals such as increase in car ownership and groups of people such as energy producers.

    I know the negative effects that climate change is having on the environment and people, including changing patterns of crop yield, rising sea levels and retreating glaciers, on a local and global scale.

    I know a variety of effects at a local and global scale. Including the impact on food production, the threat to areas at sea level including small islands and the threat to marine environments such as coral reefs.

    I know the responses to climate change, from a local to a global scale, eg ‘live simply’ campaigns to world superpower meetings (Bali in 2007).

    I know there is a range of responses to climate change from; on a global scale the response of government, to the responses of individuals at a local scale.

    I know the detail of global meetings, eg Bali in 2007, and local campaigns. Sustainable development for the planet I know contrasting definitions and interpretations of sustainable development.

    I know The concept of sustainable development in large organisations such as the development of policies by large organisations to make them more sustainable. Specific detail of examples which range from within the workplace such as recycling bins to reduction of air pollution in manufacturing industries.

    I know the management of transport in urban areas, including the public versus private debate A range of sustainable transport schemes to be studied in different urban areas, eg park and ride, congestion charging.

    I know the effects of resource extraction from tropical rainforests and their management. A range of resource extraction examples from tropical rainforest environments with contrasting management initiatives, eg oil extraction in Oriente, Ecuador, palm oil production in Papua New Guinea.

  • Unit 2