GCSE Geography Specification B 2011 - Mr Johnston's · PDF fileGCSE GEOGRAPHY (B) 3 GEOGRAPHY (B) 1 INTRODUCTION 1.1 Rationale This specification builds upon the approaches and strategies

GCSESpecifications for teachingfrom 2009

GeographySpecification B

GCSE GEOGRAPHY (B) 1

Contents

WJEC GCSE in GEOGRAPHY (B)

For Teaching from 2009 For Award from 2011

Page

Summary of Assessment 2 Introduction 3 Specification Content 7

Scheme of Assessment 20 Awarding and Reporting 24

Administration of Controlled Assessment 25 Grade Descriptions 40

The Wider Curriculum 42


GEOGRAPHY

SUMMARY OF ASSESSMENT GEOGRAPHY (B)

SUMMARY OF ASSESSMENT

Unit 1: Challenges and Interactions in Geography (30%) Written Paper: 1 hour (F/H) 60 marks (60 UMS) Two compulsory structured questions, one from Theme 1 and one from Theme 2, each containing a choice of case study. Unit 2: Development and Problem Solving Geography (45%) Written Paper: 2 hours (F/H) 90 marks (90 UMS) Section A One compulsory structured question from Theme 3 containing a choice of case study. Section B A cross-unit problem solving exercise structured in three parts. Unit 3: Geographical Enquiry (25%) Controlled Assessment 50 marks (50 UMS) An enquiry based on fieldwork (15%) and an Issue based on research (10%)

AVAILABILITY OF ASSESSMENT AND CERTIFICATION

Entry Code

Subject Option* June 2010

June 2011 and each

year thereafter

4241 01 or W1 (F) Unit 1

4241 02 or W2 (H) 4242 01 or W1 (F)

Unit 2 4242 02 or W2 (H)

Unit 3 4243 01 or W1 Subject Award 4240 SA or GU

* Option Codes

English Medium 01, Welsh Medium W1 - for units English Medium SA, Welsh Medium GU - for subject award

Qualification Accreditation Number: 500/4639/1


GEOGRAPHY (B) 1 INTRODUCTION 1.1 Rationale

This specification builds upon the approaches and strategies of the GCSE Geography B (Avery Hill) specification previously administered jointly by WJEC and OCR. All components are now administered solely by WJEC. The specification builds upon the foundations laid in the earlier Key Stages of the students' geographical education, especially at KS3, and will allow progression into the post-16 phase of education. By the age of 14+ students will have already explored a variety of issues in a geographical context and, in doing so, will have acquired a variety of geographical skills and competences. Students will have developed their understanding of key geographical concepts including:

(a) Place: The physical and human characteristics of specific locations. (b) Space: Where places and landscapes are located and how they are

changing. In addition, they are developing an understanding of the interactions between places.

(c) Scale: They have developed knowledge and understanding at a range of

scales ranging from their local area through to national, international and a global perspective.

(d) Interdependence: They are developing an appreciation about connections

between places and the significance of these connections in relation to social, economic, environmental and political circumstances.

(e) Environmental interaction: They are increasingly aware of the links between

physical and human dimensions and how environmental change is caused. They are also developing an appreciation of the need to ensure that sustainable development is paramount in the future.

(f) Physical and human processes: Their studies will allow them to see how

these processes shape places, landscapes and societies. (g) Cultural understanding and diversity: They are continuing to develop a deeper

understanding of the differences and similarities between people, places, environments and cultures. A key development area is the appreciation of how people’s values and attitudes differ and how this might influence social, environmental, economic and political change.


The specification builds upon this foundation by ensuring that learning outcomes:

• reinforce these key concepts at increasing levels of depth and complexity;

• provide opportunities for the study of a rich variety of places at a range of scales and for developing a framework of spatial awareness from the local scale through to the global scale;

• ensure that students appreciate the relevance of the subject, to their own world

and to the fast changing world around them;

• encourage students to develop a personal interest in why geography matters;

• develop students’ responsibilities as global citizens and encourage them to recognise how they can play an important part in sustainable development;

• encourage and enable students to appreciate the significance of people’s values

and attitudes on their perception of the world and their actions within it;

• make a contribution to the development of values and attitudes conducive to the elimination of inequalities, including those determined by race and racism, gender and sexism;

• include a wide range of opportunities for students to learn about the world around

them through fieldwork;

• allow for increasing independence in the learning process through the further development of geographical skills, new technologies and the enquiry process;

• give students in Wales an opportunity to assist in the delivery of the Curriculum

Cymreig.

The overarching philosophy is that the specification provides students with a highly relevant and exciting programme. It provides a relevant context and philosophy for a 16+ examination in geography by maintaining the essential features of the Geography (B) approach where teaching, learning and assessment are interdependent. An issue based, investigative approach to geography is at the core of each unit. Candidates will further develop their geographical knowledge, understanding and skills, they will be able to widen and deepen their own views whist appreciating the complexity and range of views held by others. The emphasis is on problem solving and enquiry throughout the teaching and learning programme through to the assessment phase (external examination papers and controlled assessments).

Teachers using the specification will be supported in a range of ways including:

• assistance and advice about the design of the teaching / learning programme;

• provision of clear guidance in the development of controlled assessments beyond

the tight controls established from the outset;

• encouragement of a collaborative approach to curriculum development and resource provision through a programme of meetings and conferences;

• fully acquainting teachers (and consequently their students) with good practice in

terms of assessment techniques and evaluation processes.

The aim is to use the specification to improve student performance and raise standards generally.


1.2 Aims and Learning Outcomes

Following a course in GCSE Geography (B) should encourage learners to:

be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. They should prepare learners to make informed decisions about further learning opportunities and career choices.

Learning Outcomes

The specification should enable learners to:

• actively engage in the process of geography to develop as effective and

independent learners and as critical and reflective thinkers with enquiring minds • develop their knowledge and understanding of geographical concepts and

appreciate the relevance of these concepts to our changing world • develop a framework of spatial awareness in which to appreciate the importance

of the location of places and environments from local to global • appreciate the differences and similarities between people’s views of the world,

its environments, societies and cultures • understand the significance of values and attitudes to the development and

resolution of issues • develop their responsibilities as global citizens and recognise how they can

contribute to a future that is sustainable and inclusive • develop and apply their learning to the real world through fieldwork and other out

of classroom learning • use geographical skills, appropriate technologies, enquiry and analysis.

1.3 Prior Learning and Progression Although there is no specific requirement for prior learning, this specification builds

upon the revised National Curriculum Programmes of Study for Geography at Foundation and Key Stages 2 and 3. It builds on the skills framework for geographical enquiry, places and themes in the Welsh NC Geography and the conceptual framework in the English NC. The specification encourages the opportunity to develop an enquiry-based continuum in the study of geography through to GCSE examination.

Any candidate, irrespective of gender, ethnic, religious or cultural background, may follow this specification. This specification is not age specific and, as such, provides opportunities for candidates to extend their life-long learning.

1.4 Equality and Fair Assessment

GCSEs often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses.

The revised GCSE qualification and subject criteria have been reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates.


This review of criteria did not reveal any potential barriers to disabled candidates. If this were the case the situation would be reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people. Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance Relating to Candidates who are eligible for Adjustments in Examinations. This document is available on the JCQ website (www.jcq.org.uk). Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in future.

1.5 Classification Codes

Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 3910. Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables. Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.


2 CONTENT

An issue-based, investigative approach to geography is at the core of each of the three units and should be adopted for much of the classroom and fieldwork undertaken. The emphasis is on problem solving and enquiry throughout the teaching and learning programme through to the assessment phase (external examination papers and controlled assessments). The specification provides coverage of physical, environmental and human aspects of the subject and the linkages that exist between them.

Case studies must take place at a variety of scales in different parts of the world and in different environments. Spatial contexts must include the United Kingdom with, for students in Wales, a focus on Wales and the European Union and countries at varying stages of economic development.

The specification consists of three themes:

Theme 1: Challenges of Living in a Built Environment Theme 2: People and the Natural World Interactions Theme 3: People Work and Development

The three themes are shown in detail on pages 12-19. They are presented in a way designed to help teachers plan their teaching and learning programmes. Each unit is arranged as follows:

Key Ideas Key Questions Content Learning and

Research Opportunities

These inform the teacher about the focus of each unit and how it is built up. The terminal examination papers are based upon these Key Ideas and their associated Key Questions

Key Questions break down the Key Ideas into an organisational framework. This presents an enquiry route through which the theme’s Key Ideas might be explored.

This outlines the scale and detail required to provide adequate coverage of the specification.

These are examples of possible learning and research strategies. They are only suggestions which teachers can either ignore or adapt in relation to their own specific needs and those of their candidates providing they effectively target the Key Questions.

The specification gives the teacher the opportunity to select appropriate case studies that illustrate the ideas in the range of spatial contexts and at a variety of scales.

It is essential that the areas to be studied should be carefully chosen so that exemplars are not considered in isolation, but are placed in a context of wider spatial awareness.


The specification is devised to encourage access to the Key Ideas and associated Key Questions through a relatively small number of case studies explored in a depth appropriate to a 16 year old. The number of Key Ideas to be explored is intended to support both appropriate depth and breadth of geographical coverage.

By the end of the course, candidates will have been given the opportunity to synthesise the ideas and exemplars studied to provide a synoptic view of the geographical world in which they live. While the number and scope of case studies adopted by centres will vary, as will the combinations of Key Ideas being explored through any one case study, it is important that the schemes of work neither sacrifice depth at the expense of breadth nor vice versa. The Content of each unit outlines the requirement for coverage of the Key Ideas. To ensure that centres create schemes of work wholly appropriate to the study of this specification, each centre is advised to complete an areal coverage matrix for each theme prior to embarking on the course. This will assist the department in devising appropriate schemes of work. It should ensure that, not only are the principles described above observed, but also that coverage is appropriate to the demands of the examination. Sample completed matrices, in addition to a rationale for their completion, may be found in the Teachers’ Guide.

Skills and techniques incorporated in the specification In developing an understanding of the ideas outlined in the specification, the candidate will be engaged in activities which involve the application of skills, especially enquiry skills. The specification requires the assessment of the candidate’s ability to: • identify, analyse and evaluate relevant geographical questions and issues; • establish appropriate sequences of investigation incorporating geographical

skills, including enquiry skills; • extract and interpret information from a range of different sources, including field

observations, maps (including Ordnance Survey maps of different scales), graphs, drawings, photographs (ground, aerial and satellite imagery), diagrams and tables;

• describe, analyse and interpret evidence, make decisions, draw and justify

conclusions and communicate findings in ways appropriate to the task audience; • evaluate methods of collecting, presenting and analysing evidence, and the

validity and limitations of evidence and conclusions. In undertaking geographical work, the candidate calls upon a range of these skills. In detail, there are intellectual skills such as the understanding and interpretation of data, the analysis of statements and reports, the ability to develop judgements and formulate conclusions. There is the skill of communication whether it is by written text, diagram, oral discussion or some form of visual media. There are also skills of a social nature which can be encouraged and facilitated by group activities.


However, maps are an essential resource for the geographer, and candidates are expected to be able to use maps drawn from a number of sources, including those:

(a) at a variety of scales, from world maps that appear in atlases and overseas maps, to detailed local plans;

(b) from the Ordnance Survey, the Meteorological Office, the media and travel

companies;

(c) for a range of purposes, including land use, weather forecasting, route finding and publicity;

(d) using a range of different techniques, including topographic maps, choropleth,

isopleth and symbol maps. It is particularly important that candidates are given the opportunity during the course to use maps in practical contexts, especially those which they will come across in their daily lives.

Candidates will be expected to use and interpret a variety of maps and to be

able to draw sketch maps.

In addition, the specification emphasises and provides opportunities for the acquisition and use, in a variety of contexts, of cross-curricular skills and key skills such as communication, the application of number and information and communication technology. These will allow candidates to harmonise, where appropriate, this specification with their work in vocational subjects. Geography is an ideal subject in which students are able to demonstrate the use of ICT in a relevant and useful way, and it is desirable that the following ICT skills are integrated into the teaching and learning of the specification, where appropriate: (it should be noted that these skills are not necessarily discrete, and a combination could be used within the context of one activity):

(i) communicating information: e.g. word processing and using a computer to

draw bar graphs; (ii) information processing: e.g. the use of a computer database or spreadsheet

to analyse fieldwork results;

(iii) simulation: e.g. the use of a computer programme to simulate a situation such as the effect of population growth, or the movement of people into a city;

(iv) remote sensing: e.g. the use of an electronic probe to measure temperature;

using a live weather satellite image.


In the Table below, a framework is provided which may be a useful reference tool in ensuring that candidates are engaged in a range of activities in their work.

Skills Related techniques

Reference skills - ability to make use of a variety of sources for obtaining information.

- data collection through fieldwork; - data collection from audio-visual materials, books, journals,

reports, maps at various scales, statistical data and graphs.

Communication skills - ability to present information in a clear and appropriate way through written and oral communication.

- transformation of data: into graphs (line, histogram, pie, star, radial, triangular, scatter);

maps (sketch; choropleth; isopleth; topological); - through speech and writing; - landscape sketching; - audio-visual materials.

Interpretative skills - ability to give meaning to data.

Interpretation of data: - graphs (line, histogram, pie, radial, triangular, scatter, star) - maps - (a) OS (at scales 1:50 000, 1:25 000, 1:10 000, 1:2 500) and/or

overseas maps of a similar scale; (b) simple weather and geological maps; (d) media maps e.g. those found in newspapers; (e) location maps; (f) route maps and plans e.g. road maps; (g) publicity maps e.g. those produced by an Enterprise

Zone; (h) satellite images. The maps (b) to (g) above, might use a range of different techniques such as sketch maps, topological maps, choropleth maps, isopleth maps; - analysis of documentary evidence, e.g. old maps,

photographs (including satellite), advertisements, questionnaires.

ICT - the use of ICT to produce or enhance geographical analysis and enquiry, e.g. data analysis and the use of spread sheets; GIS;

- the analysis and evaluation of ICT generated data and materials, e.g. in Paper 2 - satellite photographs.

Evaluative skills - ability to analyse critically and interpret evidence and to formulate conclusions.

- role play exercises/games; - problem-solving exercises; - discussion.

Problem-solving skills - the ability to enquire, to think clearly, critically and constructively and make decisions based on evidence.

- research and investigation; geographical enquiry - application of understanding to new situations.

The candidate's ability to use the techniques and resources shown in bold may be assessed in the terminal examination.

GC

SE

GE

OG

RA

PH

Y (B

) 12

THEM

E 1:

CH

ALL

ENG

ES O

F LI

VIN

G IN

A B

UIL

T EN

VIR

ON

MEN

T

K

ey Id

eas

Key

Que

stio

ns

Con

tent

Le

arni

ng a

nd R

esea

rch

Opp

ortu

nitie

s

(Ref

er to

pag

e 7)

Li

ving

in R

esid

entia

l Pla

ces

1.

Qua

lity

of li

fe

and

stan

dard

of

livi

ng.

1.1

H

ow is

qua

lity

of li

fe d

iffer

ent f

rom

st

anda

rd o

f liv

ing?

1.

2

How

doe

s qu

ality

of l

ife a

nd s

tand

ard

of

livin

g va

ry in

urb

an a

nd ru

ral a

reas

?

Con

trast

ing

inve

stig

atio

ns in

to q

ualit

y of

life

and

st

anda

rd o

f liv

ing

in c

ontra

stin

g ur

ban

area

s in

U

K/E

U/o

ther

ME

DC

with

LE

DC

tow

ns o

r citi

es.

• R

esea

rch

indi

cato

rs o

f sta

ndar

d of

livi

ng a

nd

qual

ity o

f life

in c

ontra

stin

g co

untri

es.

• U

se im

ages

(pho

togr

aphs

/vid

eo/In

tern

et) t

o id

entif

y fe

atur

es o

f con

trast

ing

urba

n an

d ru

ral p

lace

s th

at a

ffect

qua

lity

of li

fe.

2.

With

in

cont

rast

ing

resi

dent

ial

plac

es th

ere

are

ineq

ualit

ies

in h

ousi

ng.

2.1

H

ow a

nd w

here

are

diff

eren

t typ

es o

f ho

usin

g pr

ovid

ed?

2.2

W

hat o

ppor

tuni

ties

and

cons

train

ts

dete

rmin

e ac

cess

to h

ousi

ng?

2.3

H

ow a

nd w

hy d

o th

ese

oppo

rtuni

ties

and

cons

train

ts le

ad to

soc

ial p

atte

rns

in w

here

pe

ople

live

? 2.

4

Wha

t iss

ues

aris

e fro

m th

e in

equa

litie

s?

Con

trast

ing

inve

stig

atio

ns in

to p

atte

rns

of

hous

ing

type

s in

rura

l and

urb

an a

reas

and

in

fluen

ces

on th

ese

of th

e m

echa

nics

influ

enci

ng

hous

e pr

ices

and

way

s in

whi

ch d

iffer

ent g

roup

s of

peo

ple

(det

erm

ined

by,

for e

xam

ple,

age

, ge

nder

, soc

io-e

cono

mic

sta

tus)

exp

erie

nce

diffe

rent

hou

sing

opp

ortu

nitie

s.

• Fo

cus

on id

entif

ying

diff

eren

t typ

es o

f ho

usin

g in

a ‘l

ocal

’ are

a. E

mpl

oy in

divi

dual

or

sm

all g

roup

rese

arch

invo

lvin

g a

varie

ty

of te

chni

ques

, for

exa

mpl

e fie

ldw

ork,

GIS

, In

tern

et (l

ocal

live

, blo

gs/w

ebsi

tes)

, Cen

sus

data

, new

spap

ers,

est

ate

agen

t det

ails

.

Expl

ore

soci

al a

nd p

ricin

g pa

ttern

s.

• C

ompa

re w

ith a

con

trast

ing

area

.

3.

With

in

cont

rast

ing

resi

dent

ial

plac

es th

ere

are

ineq

ualit

ies

in s

ervi

ce

prov

isio

n.

3.1

W

hat i

s m

eant

by

acce

ss to

ser

vice

s?

3.2

H

ow a

re d

iffer

ent s

ervi

ces

dist

ribut

ed in

ur

ban

and

rura

l are

as?

3.3

H

ow a

nd w

hy d

oes

acce

ss to

ser

vice

s in

ur

ban

and

rura

l are

as v

ary

betw

een

diffe

rent

gro

ups

of p

eopl

e?

Con

trast

ing

inve

stig

atio

ns in

to th

e di

strib

utio

n an

d va

riatio

n of

ser

vice

pro

visi

on a

nd th

e w

ays

in w

hich

suc

h pr

ovis

ion

is c

hang

ing.

Th

e st

udy

shou

ld c

onsi

der a

cces

s to

ser

vice

for

diffe

rent

gro

ups

of p

eopl

e liv

ing

in d

iffer

ent

hous

ing

area

s.

Acc

ess

incl

udes

suc

h va

riabl

es a

s di

stan

ce,

time,

cos

t, sa

fety

and

acc

essi

bilit

y fo

r the

ph

ysic

ally

dis

able

d.

• S

et u

p a

stud

y of

ser

vice

pro

visi

on, f

or

exam

ple

reta

il, tr

ansp

ort,

leis

ure

in a

n ar

ea

loca

l to

the

scho

ol a

nd c

ompa

re th

is w

ith a

co

ntra

stin

g ur

ban

and

rura

l are

a to

exp

lore

ac

cess

to s

ervi

ce p

rovi

sion

in d

iffer

ing

urba

n an

d ru

ral a

reas

to d

iffer

ent g

roup

s of

peo

ple.

•

Expl

ore

Key

Idea

s 1,

2 a

nd 3

thro

ugh

two

cont

rast

ing

case

stu

dies

. •

Use

Aeg

is 3

for l

inki

ng fi

eldw

ork

(land

-use

m

appi

ng) t

o O

S m

aps.

•

Use

Goa

d m

aps

to c

ompa

re a

nd a

dd d

ata

to

expl

ore

proc

esse

s an

d fu

nctio

ns w

ithin

the

CB

D.

GC

SE

GE

OG

RA

PH

Y (B

) 13

Key

Idea

s K

ey Q

uest

ions

C

onte

nt

Lear

ning

and

Res

earc

h O

ppor

tuni

ties

(R

efer

to p

age

7)

Cha

ngin

g th

e re

side

ntia

l env

ironm

ent

4.

Cha

ngin

g ho

usin

g an

d se

rvic

e pr

ovis

ion

and

its im

pact

s.

4.1

W

hat c

hang

es a

re ta

king

pla

ce in

ho

usin

g an

d se

rvic

e pr

ovis

ion?

4.

2

Why

are

thes

e ch

ange

s ta

king

pla

ce?

4.3

H

ow a

nd w

hy m

ight

thes

e ch

ange

s be

nefit

or d

isad

vant

age

grou

ps o

f pe

ople

? 4.

4 H

ow m

ight

thes

e ch

ange

s af

fect

loca

l bu

ilt a

nd n

atur

al e

nviro

nmen

ts?

See

‘3’ a

bove

. •

Use

of m

aps

to c

ompa

re p

ast a

nd p

rese

nt p

rovi

sion

. •

Expl

ore

the

role

s of

gov

ernm

ent a

t diff

eren

t sca

les,

pr

essu

re g

roup

s an

d in

divi

dual

s in

cur

rent

cha

nges

th

roug

h th

e us

e of

the

wid

er m

edia

. •

Inve

stig

atio

n in

to th

e us

e of

gre

enbe

lt an

d br

ownf

ield

si

tes.

•

Sur

vey

by q

uest

ionn

aire

how

diff

eren

t gro

ups

mig

ht

be a

ffect

ed in

bot

h a

posi

tive

and

nega

tive

way

by

thes

e ch

ange

s.

5.

Plan

ning

is

sues

in

urba

n an

d ru

ral

envi

ronm

ents

.

5.1

W

ho is

invo

lved

in p

lann

ing

deci

sion

s in

re

side

ntia

l pla

ces?

5.

2

How

and

why

do

conf

licts

occ

ur?

5.3

W

hy d

o so

me

peop

le h

ave

mor

e po

wer

th

an o

ther

s to

influ

ence

pla

nnin

g de

cisi

ons?

5.

4

How

mig

ht s

usta

inab

le re

side

ntia

l pl

aces

be

plan

ned?

Inve

stig

atio

n of

a p

lann

ing

issu

e in

volv

ing

chan

ge in

hou

sing

and

/or s

ervi

ce

prov

isio

n in

con

trast

ing

built

are

as.

Con

side

r the

pla

ns, p

lann

ing

proc

ess

and

conf

licts

.

• In

volv

e lo

cal r

esid

ents

and

loca

l pla

nnin

g of

ficer

s an

d de

velo

pers

in p

lann

ing

issu

es re

leva

nt to

you

r lo

cal a

rea.

•

Use

GIS

to in

vest

igat

e th

e im

pact

of p

lann

ing

issu

es.

• U

se G

oogl

e E

arth

to fa

cilit

ate

sens

e of

pla

ce w

hen

inve

stig

atin

g pl

anni

ng is

sues

bey

ond

the

loca

l are

a.

• U

se O

rdna

nce

Sur

vey

GIS

Zon

e to

inve

stig

ate

the

impa

cts

of W

ind

Farm

s on

a ru

ral l

ands

cape

.

Urb

an- R

ural

Inte

ract

ion

6.

Urb

anis

atio

n an

d co

unte

r-ur

bani

satio

n.

6.1

Whe

re a

nd w

hy a

re p

eopl

e m

igra

ting

into

urb

an a

nd ru

ral a

reas

? 6.

2

Wha

t are

the

impa

cts

on th

e ar

eas

of

orig

in a

nd d

estin

atio

n? W

ho g

ains

? W

ho lo

ses?

6.

3

How

mig

ht s

uch

futu

re p

opul

atio

n ch

ange

be

man

aged

in a

sus

tain

able

w

ay?

Con

trast

ing

inve

stig

atio

ns o

f rur

al/u

rban

an

d ur

ban/

rura

l mig

ratio

ns. w

ithin

the

UK

/EU

/oth

er M

ED

C a

nd L

ED

C c

onte

xts.

• E

stab

lish

e-lin

ks w

ith a

sec

onda

ry s

choo

l in

a co

ntra

stin

g ar

ea/c

ount

ry to

sha

re fi

ndin

gs.

• U

se th

e In

tern

et to

exp

lore

nei

ghbo

urho

od s

tatis

tics

to id

entif

y pa

st c

hang

es a

nd to

mak

e pr

edic

tions

for

the

futu

re.

• Ev

alua

te th

e su

stai

nabi

lity

of c

urre

nt s

ituat

ions

and

ex

plor

e ho

w fu

ture

pop

ulat

ion

chan

ge m

ay b

e m

anag

ed in

a s

usta

inab

le w

ay.

7.

Pro

blem

s of

le

isur

e in

rura

l ar

eas.

7.1

W

hy d

o ur

ban

dwel

lers

see

k in

crea

sed

acce

ss to

rura

l are

as?

Wha

t con

flict

s ar

ise?

7.

2

How

has

tech

nolo

gy in

crea

sed

acce

ss

to ru

ral a

reas

? 7.

3

How

can

rura

l env

ironm

ents

und

er

pres

sure

from

vis

itors

be

man

aged

to

ensu

re a

sus

tain

able

env

ironm

enta

l and

so

cial

futu

re?

An

inve

stig

atio

n of

con

flict

at t

he lo

cal

scal

e re

late

d to

the

oppo

rtuni

ties

for

urba

n-ru

ral i

nter

actio

n on

a te

mpo

rary

ba

sis

and

way

s in

whi

ch m

anag

emen

t at

tem

pts

to b

alan

ce c

hang

e an

d su

stai

nabi

lity.

• U

se th

e sc

hool

Intra

net t

o su

rvey

wee

kend

acc

ess

of

fam

ilies

with

stu

dent

s at

the

scho

ol to

acc

essi

ble

AO

NB

and

the

purp

ose

of s

uch

visi

ts.

• U

se G

IS to

pre

dict

pos

sibl

e fu

ture

pat

tern

s.

• U

se th

e In

tern

et to

exp

lore

the

role

of n

atio

nal a

nd

regi

onal

age

ncie

s, fo

r exa

mpl

e th

e En

viro

nmen

t C

omm

issi

on a

nd N

atio

nal P

arks

Aut

horit

ies,

and

N

GO

s to

exa

min

e co

nflic

ts a

nd w

ays

in w

hich

pr

essu

re c

an b

e m

anag

ed in

a s

usta

inab

le w

ay.

GC

SE

GE

OG

RA

PH

Y (B

) 14

THEM

E 2:

PEO

PLE

AN

D T

HE

NA

TUR

AL

WO

RLD

INTE

RA

CTI

ON

S

Key

Idea

s K

ey Q

uest

ions

C

onte

nt

Lear

ning

and

Res

earc

h O

ppor

tuni

ties

(Ref

er to

pag

e 7)

W

eath

er A

nd C

limat

e In

fluen

ces

1.

C

ontra

stin

g pr

essu

re s

yste

ms

and

peop

le.

1.1

W

hat c

ause

s co

ntra

stin

g ty

pes

of p

ress

ure

syst

ems

in d

iffer

ent

parts

of t

he w

orld

? 1.

2 H

ow d

oes

cont

rast

ing

pres

sure

in

the

atm

osph

ere

lead

to

varia

tions

in w

eath

er a

nd

clim

ate?

1.

3 To

wha

t ext

ent a

re p

eopl

e’s

ac

tiviti

es a

nd q

ualit

y of

life

in

fluen

ced

by w

eath

er a

nd

clim

ate?

Inve

stig

atio

n in

to h

ow a

nd w

hy p

ress

ure

syst

ems

affe

ct th

e U

K a

nd a

con

trast

ing

part

of th

e w

orld

. W

hat w

eath

er d

o th

ey b

ring

and

why

? H

ow d

oes

the

wea

ther

they

brin

g af

fect

the

qual

ity o

f life

and

resp

onse

s of

com

mun

ities

at

diffe

rent

sta

ges

of e

cono

mic

dev

elop

men

t?

• C

ontra

st th

e cl

imat

e an

d pr

eval

ent w

eath

er

syst

ems

affe

ctin

g th

e ar

ea o

f the

sch

ool w

ith th

ose

in a

diff

eren

t par

t of t

he w

orld

. Use

loca

l wea

ther

fo

reca

stin

g w

ebsi

tes

and

web

cam

s to

dra

w o

ut th

e si

mila

ritie

s an

d di

ffere

nces

and

the

reas

ons

for

them

. •

Lead

suc

h st

udie

s di

rect

ly in

to th

e ec

osys

tem

co

nsid

erat

ions

bel

ow.

2.

Clim

ate

chan

ge.

2.

1 H

ow d

oes

hum

an a

ctiv

ity a

ffect

cl

imat

e?

2.2

To

wha

t ext

ent d

oes

hum

an

activ

ity in

fluen

ce c

limat

e ch

ange

and

glo

bal w

arm

ing?

2.

3 W

hat a

re th

e so

cial

, eco

nom

ic

and

envi

ronm

enta

l co

nseq

uenc

es o

f clim

ate

chan

ce?

An in

vest

igat

ion

into

hum

an in

fluen

ces

on

clim

ate

chan

ge a

t the

sm

all a

nd la

rge

scal

e. A

de

taile

d in

vest

igat

ion

of th

e pr

ojec

ted

effe

cts

of

glob

al w

arm

ing

on a

n ar

ea a

t the

loca

l, re

gion

al

or n

atio

nal s

cale

.

• U

se a

spi

der d

iagr

am a

s a

smal

l gro

up a

ctiv

ity to

ex

plor

e th

e ef

fect

s of

the

loca

l clim

ate

on th

e st

uden

ts’ a

ctiv

ities

and

ove

rall

qual

ity o

f life

fo

llow

ed b

y vi

deo/

Inte

rnet

clip

s of

resp

onse

s in

co

ntra

stin

g cl

imat

es.

•

Use

of a

web

enq

uiry

to in

vest

igat

e th

e ef

fect

s of

a

curre

nt o

r rec

ent e

xtre

me

wea

ther

eve

nt o

n pe

ople

in

cou

ntrie

s at

diff

eren

t sta

ges

of e

cono

mic

de

velo

pmen

t and

the

way

s in

whi

ch th

ey

resp

onde

d. S

tude

nts

wor

k in

sm

all g

roup

s to

sho

w

thei

r res

ults

as

a ‘P

hoto

sto

ry’,

vide

o or

aud

io

pres

enta

tion.

3.

Cha

ngin

g ec

osys

tem

s.

3.1

H

ow d

o na

tura

l and

hum

an

proc

esse

s ch

ange

ec

osys

tem

s?

3.2

H

ow d

o ch

ange

s af

fect

thei

r st

ruct

ure,

pro

cess

and

st

abilit

y?

3.3

W

hat a

re th

e co

nseq

uenc

es o

f ch

ange

s in

the

ecos

yste

m:

- fo

r peo

ple

with

in th

e ec

osys

tem

? -

for p

eopl

e an

d en

viro

nmen

ts

beyo

nd th

e ec

osys

tem

? 3.

4

How

mig

ht e

cosy

stem

s be

bot

h ex

ploi

ted

and

cons

erve

d in

a

sust

aina

ble

way

?

Inve

stig

atio

ns o

f the

stru

ctur

e, fu

nctio

n an

d in

fluen

ce o

f peo

ple/

orga

nisa

tions

on

cont

rast

ing

ecos

yste

ms

at th

e lo

cal a

nd

natio

nal/i

nter

natio

nal s

cale

s.

• A

fter a

n in

trodu

ctio

n to

the

effe

cts

of h

uman

act

ivity

on

a c

hose

n ec

osys

tem

use

a w

hole

cla

ss d

ebat

e to

exp

lore

the

view

s of

diff

eren

t gro

ups

of p

eopl

e in

re

latio

n to

the

issu

e an

d its

sus

tain

able

exp

loita

tion.

P

rese

ntat

ion

of re

sults

by

an in

divi

dual

act

ivity

us

ing,

for e

xam

ple,

a n

ewsp

aper

fron

t pag

e or

two

leaf

lets

and

acc

ompa

nyin

g co

mm

enta

ry.

•

Use

an

ecos

yste

m lo

cal t

o th

e sc

hool

, offe

ring

the

poss

ibilit

y of

fiel

dwor

k, o

r cho

ose

from

a v

arie

ty o

f sc

ales

and

loca

tions

. •

Expl

ore

a co

ntra

stin

g ec

osys

tem

. •

Expl

ore

Key

Idea

s 1

and

2 th

roug

h tw

o co

ntra

stin

g ca

se s

tudi

es.

• U

se D

igita

l Map

s to

enh

ance

env

ironm

enta

l fie

ld

exer

cise

s as

exe

mpl

ified

thro

ugh

envi

ronm

enta

l st

udie

s at

, for

exa

mpl

e, S

tudl

and

Bay

.

GC

SE

GE

OG

RA

PH

Y (B

) 15

K

ey Id

eas

Key

Que

stio

ns

Con

tent

Le

arni

ng a

nd R

esea

rch

Opp

ortu

nitie

s

(Ref

er to

pag

e 7)

Th

e H

ydro

sphe

re

4 W

ater

sup

ply

4.1

H

ow d

oes

the

hydr

olog

ical

cyc

le

link

com

pone

nts

oper

atin

g w

ithin

the

hydr

osph

ere?

4.

2

Wha

t are

the

mai

n so

urce

s of

fre

sh w

ater

?

4.3

H

ow d

oes

the

prov

isio

n of

a

sust

aina

ble

supp

ly o

f wat

er v

ary

in d

iffer

ent a

reas

of t

he w

orld

?

An

inve

stig

atio

n of

the

hydr

osph

ere

incl

udin

g a

com

paris

on o

f pre

cipi

tatio

n an

d hy

drog

raph

re

latio

nshi

ps.

A c

ompa

rativ

e in

vest

igat

ion

of d

rinki

ng w

ater

so

urce

s an

d su

pply

with

in th

e co

ntex

t of r

egio

ns

or c

ount

ries

at d

iffer

ent s

tage

s of

eco

nom

ic

deve

lopm

ent.

• U

se th

e In

tern

et to

acc

ess

the

Hum

an

Dev

elop

men

t Rep

ort t

o id

entif

y th

e pe

rcen

tage

of

diffe

rent

cou

ntrie

s’ a

cces

s to

a re

liabl

e cl

ean

wat

er

supp

ly.

Prod

uce

a ch

orop

leth

map

of t

he re

sults

. •

Exp

lore

wat

er p

rovi

sion

in tw

o co

ntra

stin

g co

untri

es id

entif

ied

from

the

map

with

refe

renc

e to

co

untry

and

NG

O w

ebsi

tes.

5.

Wat

er d

efic

it

5.1

H

ow c

an a

lack

of r

ainf

all a

nd/o

r w

ater

def

icit

caus

e dr

ough

t and

de

serti

ficat

ion?

5.

2

Wha

t effe

ct d

o th

ese

have

on

hum

an a

ctiv

ity?

5.

3

How

can

dro

ught

and

de

serti

ficat

ion

be m

anag

ed?

An

inve

stig

atio

n of

dro

ught

and

des

ertif

icat

ion

at

the

loca

l, re

gion

al o

r nat

iona

l sca

le a

nd b

oth

larg

e an

d sm

all s

cale

tech

nolo

gies

to m

anag

e th

e si

tuat

ion.

• Li

nk th

is e

xplo

ratio

n to

Key

Que

stio

ns 1

.1 a

nd 1

.3.

Use

com

pute

r-driv

en s

imul

atio

ns s

how

ing

dese

rtific

atio

n of

, for

exa

mpl

e, in

the

Sah

el to

in

trodu

ce th

is th

eme.

Exp

lore

in th

e fo

rm o

f a

cros

s-un

it pr

oble

m s

olvi

ng a

ctiv

ity c

ompl

ete

with

m

atrix

and

fina

l pro

blem

-sol

ving

task

.

6.

Wat

er s

urpl

us

6.

1

How

can

an

exce

ss o

f rai

nfal

l an

d/or

wat

er s

urpl

us c

ause

ha

zard

s fo

r peo

ple?

6.

2

Wha

t effe

ct d

oes

this

hav

e on

hu

man

act

ivity

?

6.3

H

ow c

an fl

oodi

ng b

e m

anag

ed

both

in th

e sh

ort a

nd lo

ng te

rm?

An

inve

stig

atio

n of

a h

azar

d re

sulti

ng fr

om a

w

ater

sur

plus

at t

he lo

cal,

regi

onal

or n

atio

nal

scal

e an

d bo

th la

rge

and

smal

l sca

le a

ttem

pts

to

man

age

the

situ

atio

n.

• U

se th

e E

nviro

nmen

t Age

ncy

web

site

as

a co

nven

ient

sta

rting

poi

nt th

roug

h w

hich

the

stud

ents

use

pos

tcod

es to

exp

lore

the

risk

of

flood

ing

of th

eir s

choo

l, ho

me

and

othe

r par

ts o

f th

e lo

cal a

rea.

•

Expl

ore

a re

cent

floo

ding

of a

loca

l are

a th

roug

h ne

wsp

aper

and

oth

er m

edia

repo

rts.

• C

ompa

re p

reve

ntio

n an

d pr

otec

tion

resp

onse

s to

flo

odin

g in

the

loca

l are

a w

ith th

ose

in a

co

ntra

stin

g ar

ea.

•

Use

Ord

nanc

e Su

rvey

GIS

Zon

e to

exp

lore

floo

d da

mag

e co

ntro

l. 7.

In

terd

epen

denc

e

7.1

H

ow m

ight

long

and

sho

rt-te

rm

inte

rnat

iona

l co-

oper

atio

n im

prov

e fu

ture

resp

onse

s to

the

drou

ght a

nd fl

ood

risks

?

An

inve

stig

atio

n of

inte

rnat

iona

l co-

oper

atio

n/la

ck

of c

o-op

erat

ion

(sch

emes

/aid

) in

rela

tion

to b

oth

drou

ght a

nd fl

ood.

• In

vest

igat

e th

roug

h a

plan

ning

exe

rcis

e in

whi

ch

two

or m

ore

coun

tries

rely

on

a co

mm

on w

ater

so

urce

.

GC

SE

GE

OG

RA

PH

Y (B

) 16

K

ey Id

eas

Key

Que

stio

ns

Con

tent

Le

arni

ng a

nd R

esea

rch

Opp

ortu

nitie

s

(Ref

er to

pag

e 7)

La

ndfo

rm In

tera

ctio

ns (m

ust b

e st

udie

d w

ith s

peci

fic re

fere

nce

to ri

vers

and

coa

sts)

8.

La

ndfo

rm

deve

lopm

ent

8.1

How

do

geom

orph

olog

ical

pr

oces

ses

cont

ribut

e to

the

deve

lopm

ent o

f dis

tinct

ive

land

form

s?

8.2

Wha

t lan

dfor

ms

are

prod

uced

?

An in

vest

igat

ion

of g

eom

orph

olog

ical

pro

cess

es

of e

rosi

on, t

rans

port

and

depo

sitio

n an

d th

eir

cont

ribut

ion

to th

e cr

eatio

n of

rive

r and

coa

stal

la

ndfo

rms.

• U

se o

ne o

f a n

umbe

r of c

ompu

ter p

acka

ges

that

al

low

the

stud

ents

to m

odel

cha

nge.

9.

Land

form

s an

d pe

ople

9.1

In

wha

t way

s do

nat

ural

pr

oces

ses

and

thei

r lan

dfor

ms

affe

ct h

uman

act

ivity

? 9.

2

In w

hat w

ays

does

hum

an

activ

ity a

ffect

nat

ural

pro

cess

es

and

thei

r lan

dfor

ms?

9.

3

How

and

why

do

conf

licts

aris

e fro

m th

e us

e of

land

form

s?

9.4

H

ow m

ight

con

flict

ing

inte

rest

s be

man

aged

to e

nsur

e a

sust

aina

ble

shor

t and

long

er

term

futu

re fo

r the

land

form

?

Inve

stig

atio

ns o

f the

impa

ct o

f bot

h riv

er a

nd

coas

tal l

andf

orm

s on

the

activ

ities

of p

eopl

e an

d th

e im

pact

of p

eopl

e on

suc

h la

ndfo

rms.

In

vest

igat

ion

of a

man

agem

ent i

ssue

rela

ting

to

each

of r

iver

and

coa

stal

lan

dfor

ms,

the

conf

licts

th

at a

ccom

pany

suc

h is

sues

, and

atte

mpt

s to

en

sure

a s

usta

inab

le fu

ture

.

• U

se o

ne o

f the

var

ious

sim

ulat

ions

that

exi

st

rela

ting

to, f

or e

xam

ple,

the

effe

ct o

f hum

an

activ

ity o

n re

cedi

ng c

oast

s.

• U

se fi

eldw

ork

as th

e ba

sis

of th

is e

xplo

ratio

n to

in

vest

igat

e 7.

1 &

7.3

follo

wed

by

expl

orat

ion

of 7

.3

& 7

.4 in

cla

ss. T

his

is a

noth

er a

rea

that

lend

s its

elf

to w

hole

cla

ss d

ebat

e an

d to

test

ing

thro

ugh

a cr

oss-

unit

exam

inat

ion

item

. •

Expl

ore

this

Key

Idea

thro

ugh

case

stu

dies

ex

amin

ing

both

rive

r and

coa

stal

pro

cess

es a

nd

thei

r ass

ocia

ted

land

form

s.

• U

se th

e de

velo

ping

Dig

ital L

ayer

ed M

aps

from

M

aste

rMap

to e

xplo

re la

ndsc

apes

.

GC

SE

GE

OG

RA

PH

Y (B

) 17

THEM

E 3:

PEO

PLE,

WO

RK

AN

D D

EVEL

OPM

ENT

K

ey Id

eas

Key

Que

stio

ns

Con

tent

Le

arni

ng a

nd R

esea

rch

Opp

ortu

nitie

s

(Ref

er to

pag

e 7)

D

EVEL

OPM

ENT

AN

D IN

TER

DEP

END

ENC

E 1.

E

mpl

oym

ent

stru

ctur

es a

nd

oppo

rtuni

ties.

1.1

H

ow a

nd w

hy d

o pa

ttern

s of

em

ploy

men

t stru

ctur

e va

ry

betw

een

regi

ons

and

coun

tries

an

d ov

er ti

me?

1.

2

How

mig

ht c

hang

ing

tech

nolo

gy

affe

ct e

mpl

oym

ent s

truct

ures

an

d op

portu

nitie

s?

A c

ompa

rativ

e in

vest

igat

ion

of re

cent

cha

nges

in

empl

oym

ent s

truct

ures

of r

egio

ns/c

ount

ries

at

diffe

rent

sta

ges

of e

cono

mic

dev

elop

men

t and

th

e re

ason

s fo

r the

se c

hang

es.

• Ex

amin

e va

riatio

ns in

em

ploy

men

t stru

ctur

es

betw

een

(UK

) reg

ions

usi

ng C

ensu

s da

ta.

• C

ompa

re e

mpl

oym

ent s

truct

ures

in a

rich

and

a

poor

cou

ntry

usi

ng th

e W

orld

Ban

k da

taba

se.

• R

esea

rch

way

s in

whi

ch In

tern

et li

nks,

sat

ellit

e co

mm

unic

atio

ns, m

echa

nisa

tion

and

avia

tion

have

an

d w

ill af

fect

em

ploy

men

t stru

ctur

es a

nd

oppo

rtuni

ties

in a

rich

cou

ntry

and

an

NIC

. Ta

ke

the

oppo

rtuni

ty to

exp

lore

bot

h po

sitiv

e an

d ne

gativ

e ef

fect

s an

d th

e st

uden

ts’ o

wn

opin

ions

.

2.

Dev

elop

men

t

2.1

W

hat i

s m

eant

by

hum

an

deve

lopm

ent?

2.

2

Wha

t are

the

adva

ntag

es a

nd

disa

dvan

tage

s of

usi

ng

econ

omic

indi

cato

rs a

s m

easu

res

of d

evel

opm

ent?

2.

3

How

and

why

are

cou

ntrie

s at

di

ffere

nt s

tage

s of

hum

an

deve

lopm

ent i

dent

ified

? 2.

4

How

hel

pful

in th

e 21

st c

entu

ry

is d

ivid

ing

the

wor

ld in

to L

ess

and

Mor

e Ec

onom

ical

ly

Dev

elop

ed C

ount

ries?

A c

ritic

al c

onsi

dera

tion

of ‘e

cono

mic

’ as

just

one

as

pect

of h

uman

dev

elop

men

t.

Con

side

ratio

n of

the

use

of tr

aditi

onal

eco

nom

ic

divi

sion

s of

the

wor

ld a

nd th

eir v

alid

ity a

s co

mpa

red

with

oth

er h

uman

dev

elop

men

t in

dica

tors

, suc

h as

adu

lt lit

erac

y, li

fe e

xpec

tanc

y an

d su

ffrag

e.

• U

se th

e In

tern

et to

rese

arch

loca

l and

inte

rnat

iona

l in

dica

tors

of d

evel

opm

ent.

•

Thro

ugh

grou

p w

ork

exam

ine

the

adva

ntag

es a

nd

disa

dvan

tage

s of

qua

ntita

tive

data

(GN

P,

educ

atio

n, h

ealth

, gen

der,

equa

lity

etc.

) as

agai

nst

qual

itativ

e ju

dgem

ents

to m

easu

re d

evel

opm

ent.

• S

tudy

two

cont

rast

ing

coun

tries

usi

ng v

ario

us

indi

cato

rs a

nd o

ther

sou

rces

of i

nfor

mat

ion

to

com

pare

thei

r eco

nom

ic, s

ocia

l, an

d cu

ltura

l wel

l-be

ing

and

the

reas

ons

for c

ontra

st th

at e

xist

. •

Use

a c

horo

plet

h m

ap to

div

ide

the

wor

ld in

to

diffe

rent

inco

me

grou

ps to

see

how

app

ropr

iate

the

curre

nt m

etho

d of

div

idin

g th

e w

orld

into

less

and

m

ore

econ

omic

ally

dev

elop

ed c

ount

ries

is.

Furth

er in

vest

igat

ie c

riter

ia th

at a

re n

ot e

asily

m

easu

red

as in

com

e gr

oups

. Ext

end

this

to

expl

ore

2.2

by u

sing

HD

I der

ived

from

the

Inte

rnet

.

3.

Wor

ld

inte

rdep

ende

nce

3.1

H

ow a

re c

ount

ries

inte

rdep

ende

nt?

3.2

H

ow h

as c

hang

ing

tech

nolo

gy

cont

ribut

ed to

an

inte

rdep

ende

nt w

orld

? 3.

3

How

do

such

link

s cr

eate

ad

vant

ages

and

di

sadv

anta

ges?

An

inve

stig

atio

n of

way

s in

whi

ch li

fe in

one

co

untry

is d

epen

dent

on

its li

nks

with

oth

ers

glob

ally

and

the

adva

nced

com

mun

icat

ion

that

m

ake

this

pos

sibl

e. T

he re

sulta

nt c

hang

es in

em

ploy

men

t opp

ortu

nitie

s an

d qu

ality

of l

ife

resu

lting

from

this

inte

rdep

ende

nce.

• B

rain

stor

m id

eas

to s

ee h

ow fl

ows

of p

eopl

e,

idea

s, m

oney

and

goo

ds a

re m

akin

g an

in

crea

sing

ly g

loba

l web

that

link

s pe

ople

and

pl

aces

from

dis

tant

are

as to

geth

er e

.g.

inte

rnat

iona

l mig

ratio

n, tr

ade,

bus

ines

s, c

ultu

re

and

tech

nolo

gy (s

uch

as in

tern

et, m

obile

pho

nes,

sa

tellit

e an

d av

iatio

n).

• S

et u

p a

com

para

tive

stud

y of

inte

rdep

ende

nce

betw

een

the

UK

and

oth

er c

ount

ries

e.g.

rich

/ po

or c

ount

ry o

r NIC

. Ex

amin

e bo

th n

egat

ive

and

posi

tive

effe

cts

in te

rms

of s

uch

fact

ors

as H

DI

indi

cato

rs a

nd c

hang

ed e

mpl

oym

ent p

atte

rns.

GC

SE

GE

OG

RA

PH

Y (B

) 18

K

ey Id

eas

Key

Que

stio

ns

Con

tent

Le

arni

ng a

nd R

esea

rch

Opp

ortu

nitie

s

(Ref

er to

pag

e 7)

4.

In

tern

atio

nal t

rade

an

d ai

d.

4.1

H

ow d

o in

tern

atio

nal t

rade

and

ai

d op

erat

e?

4.2

H

ow e

ffect

ive

are

curre

nt

inte

rnat

iona

l tra

de a

nd a

id

syst

ems

in n

arro

win

g th

e ec

onom

ic g

ap b

etw

een

coun

tries

? 4.

3.

How

mig

ht d

iffer

ent t

rade

and

ai

d sy

stem

s cr

eate

a m

ore

sust

aina

ble

glob

al e

cono

mic

sy

stem

?

An

inve

stig

atio

n of

two

cont

rast

ing

coun

tries

in

volv

ed w

ith e

ach

othe

r in

resp

ect o

f bot

h tra

de

and

aid.

To

exp

lore

alte

rnat

ives

to tr

aditi

onal

trad

e an

d ai

d ai

med

at r

edre

ssin

g gl

obal

ineq

ualit

ies

and

setti

ng u

p m

ore

sust

aina

ble

stru

ctur

es.

• U

se a

loca

l sur

vey

to re

sear

ch in

tern

atio

nal t

rade

e.

g. fo

od /

prod

ucts

in th

e ho

me

and

thei

r cou

ntry

of

orig

in.

Ext

end

this

to a

loca

l sur

vey

of v

ario

us

aid

cam

paig

ns th

roug

h m

edia

adv

ertis

ing

and

loca

l ac

tiviti

es re

late

d to

peo

ple

help

ing

thos

e le

ss

fortu

nate

in p

oore

r cou

ntrie

s.

• U

se o

ne o

f the

trad

ing

gam

es to

exa

min

e cu

rrent

in

tern

atio

nal t

radi

ng p

ract

ices

e.g

. fre

e tra

de,

tradi

ng b

locs

. Fo

llow

this

up

by e

xplo

ring

a co

untry

and

its

trade

and

the

effe

cts

on

deve

lopm

ent o

f diff

eren

t for

ms

of a

id o

n th

at

coun

try.

• C

ondu

ct a

n in

tern

et in

vest

igat

ion

of h

ow lo

ng te

rm

aid

proj

ects

and

fair

trade

sch

emes

may

hel

p cr

eate

a fa

irer a

nd m

ore

sust

aina

ble

glob

al

econ

omic

sys

tem

.

Econ

omic

Act

ivity

5.

Th

e lo

catio

n of

ec

onom

ic

activ

ities

.

5.1

W

ho m

akes

dec

isio

ns a

bout

the

pres

ent a

nd fu

ture

loca

tion

of

econ

omic

act

iviti

es?

5.2

W

hat f

acto

rs in

fluen

ce

deci

sion

s ab

out w

here

to lo

cate

di

ffere

nt e

cono

mic

act

iviti

es?

5.3

H

ow a

nd w

hy h

ave

the

loca

tions

of d

iffer

ent a

ctiv

ities

ch

ange

d?

An

inve

stig

atio

n of

two

indu

strie

s ta

ken

from

two

of th

e se

ctor

s, p

rimar

y, s

econ

dary

and

terti

ary,

to

dem

onst

rate

bot

h lo

cal/r

egio

nal a

nd in

tern

atio

nal

aspe

cts

of e

cono

mic

act

ivity

.

• Fo

cus

on o

ne e

cono

mic

act

ivity

in th

e lo

cal o

r re

gion

al a

rea

usin

g fie

ldw

ork

(prim

ary

data

co

llect

ion)

, O.S

. map

s, G

IS a

nd th

e In

tern

et.

Expl

ore

the

deci

sion

–mak

ing

proc

ess

and

impa

cts,

bo

th p

ositi

ve a

nd n

egat

ive

on th

e ar

ea a

nd it

s pe

ople

. •

Con

duct

a s

imila

r stu

dy o

f a m

ulti–

natio

nal

com

pany

in a

con

trast

ing

econ

omic

are

a us

ing

GIS

an

d th

e In

tern

et. T

he tw

o st

udie

s to

exp

lore

the

role

s of

nat

iona

l and

mul

ti –

natio

nal c

ompa

nies

an

d lo

cal/n

atio

nal p

lann

ing

agen

cies

in th

e de

cisi

on m

akin

g pr

oces

s.

6.

Mul

tinat

iona

l co

mpa

nies

(M

NC

s) a

nd

glob

alis

atio

n.

6.1

H

ow d

o M

NC

s af

fect

pat

tern

s of

w

ork

and

deve

lopm

ent?

6.

2

How

do

thes

e co

mpa

nies

cau

se

posi

tive

and

nega

tive

mul

tiplie

r ef

fect

s?

An in

vest

igat

ion

of o

ne M

NC

to e

xplo

re e

cono

mic

an

d so

cial

effe

cts

of it

s in

volv

emen

t in

regi

ons/

coun

tries

at d

iffer

ent s

tage

s of

eco

nom

ic

deve

lopm

ent .

• U

se th

e sa

me

MN

C a

s ab

ove

with

an

emph

asis

on

its w

orld

wid

e pr

esen

ce a

nd h

ow d

ecis

ions

mad

e by

MN

Cs

affe

ct th

e ar

eas

in w

hich

they

are

in

volv

ed.

GC

SE

GE

OG

RA

PH

Y (B

) 19

K

ey Id

eas

Key

Que

stio

ns

Con

tent

Le

arni

ng a

nd R

esea

rch

Opp

ortu

nitie

s

(Ref

er to

pag

e 7)

EC

ON

OM

IC A

CTI

VITY

AN

D S

UST

AIN

AB

LE E

NVI

RO

NM

ENTS

7.

E

cono

mic

act

ivity

an

d th

e en

viro

nmen

t.

7.1

H

ow d

o di

ffere

nt e

cono

mic

ac

tiviti

es d

amag

e th

e en

viro

nmen

t?

7.2

W

hat c

onfli

cts

deve

lop

betw

een

dam

age

to th

e en

viro

nmen

t and

th

e cr

eatio

n of

wea

lth a

nd jo

b op

portu

nitie

s?

7.3

H

ow c

ould

thes

e co

nflic

ts b

e m

anag

ed to

con

serv

e a

sust

aina

ble

envi

ronm

ent?

An

inve

stig

atio

n of

the

effe

cts

of a

prim

ary,

se

cond

ary

or te

rtiar

y ec

onom

ic a

ctiv

ity o

n th

e en

viro

nmen

t .

• U

se fi

eldw

ork

(prim

ary

data

col

lect

ion)

, GIS

and

th

e In

tern

et to

exp

lore

an

issu

e of

con

cern

in a

lo

cal o

r reg

iona

l con

text

. U

se e

ither

that

exp

lore

d in

5 a

bove

or a

com

plet

ely

diffe

rent

act

ivity

. In

vest

igat

e en

viro

nmen

tal a

nd e

cono

mic

asp

ects

of

, for

exa

mpl

e, a

qua

rry, a

man

ufac

turin

g co

ncer

n, a

n ai

rpor

t or t

he p

ropo

sed

deve

lopm

ent

of a

n un

touc

hed

‘frag

ile’ e

nviro

nmen

t.

• C

ondu

ct a

n in

tern

et re

sear

ch e

xerc

ise

exam

inin

g an

y co

ncer

n ha

ving

an

inte

rnat

iona

l dim

ensi

on; f

or

exam

ple

rapi

d in

dust

rialis

atio

n an

d gl

obal

war

min

g or

the

‘con

tinen

tal’

effe

cts

of a

cid

rain

, Sea

rch

for

relia

ble

web

site

s to

get

a b

alan

ced

pict

ure

of

envi

ronm

enta

l dam

age

and

wea

lth/jo

b cr

eatio

n an

d w

ays

in w

hich

con

flict

s ca

n be

man

aged

to

crea

te a

sus

tain

able

env

ironm

ent.


3 ASSESSMENT 3.1 Scheme of Assessment

Assessment for GCSE Geography (B) is tiered, i.e. externally assessed components/ are targeted at the grade ranges of A*-D (Higher Tier) and C-G (Foundation Tier), while controlled assessments cater for the full range of ability. Questions and tasks will be designed to enable candidates to demonstrate what they know, understand and can do. A candidate may enter for one tier only at any particular examination sitting:

Tier Grades Available Higher A*, A, B, C, D

Foundation C, D, E, F, G Candidates who narrowly fail to achieve Grade D on the Higher Tier will be awarded Grade E. The scheme of assessment will consist of:

Terminal examination

This is a unitised specification that allows for an element of staged assessment. Unit 1 may be taken as staged assessment; Units 2 and 3 must be taken at the end of the course to meet the requirement for at least 40% terminal assessment. All units may be taken at the end of the course if wished.

The scheme of assessment will consist of:

75% external assessment through two written papers, and an internal controlled assessment component of 25%. • The papers are divided on a basis of content. Unit 1 assesses Theme 1 and Theme 2 in the specification. Unit 2 assesses Theme 3 and the cross-unit problem solving exercise. Each paper has two tiers. Unit 1 (30%) Higher Tier targeting grades A*-D 1 hour Foundation Tier targeting grades C-G 1 hour Unit 2 (45%) Higher Tier targeting grades A*-D 2 hours Foundation Tier targeting grades C-G 2 hours • Candidates enter for a single tier and take both Units 1 and 2 for that tier.


Two main types of question will be used in the terminal examinations; they are derived from the techniques used in classwork and fieldwork, and will allow candidates to demonstrate mastery of the assessment objectives underlying the specification. These are:

(i) questions which refer to data based upon examples drawn from the 'real

world', e.g. OS map exercises, satellite images, ICT generated resources;

(ii) questions in which the candidates will be required to illustrate answers with examples they have studied. These 'case study' questions will be at the end of each of the two questions in Paper 1 and Section A in Paper 2. They will be worth the highest sub-section marks on each question. Candidates may be asked to draw compulsory sketch-maps and/or diagrams to gain full marks.

Unit 1: Foundation Tier and Higher Tier - 1 hour: 30% of total marks. These are papers consisting of two compulsory stepped questions, one from Themes 1 and 2. They are resource-based papers through which candidates will be required to demonstrate their geographical skills and a knowledge and understanding of the Key Ideas and Questions of each of Themes 1 and 2. There will be a choice within the last part of each question where candidates are required to answer questions based on an appropriate 'case study'. Unit 2: Foundation Tier and Higher Tier - 2 hours: 45% of total marks. These papers will consist of two sections: Section A will be a compulsory stepped question from Theme 3. This question will be resource-based through which candidates will be required to demonstrate their geographical skills and a knowledge and understanding of the Key Ideas and Questions of Theme 3. There will be a choice within the last part of the question where candidates are required to answer questions based on an appropriate 'case study'. Section B will be set within the context of a problem-solving exercise based upon a cross-unit geographical issue. Through an investigation of resources, candidates will be introduced to the place and issue and options for the future development of the place in question. They will then be required to solve the problem and justify their chosen solution. All papers will be examined through the medium of a question/answer booklet. Controlled Assessment • Controlled Tasks equate to 25% of the assessment.

Candidates must undertake two separate tasks:

A Geographical Enquiry worth 15%. This is a research task based on fieldwork and

supportive secondary data. This task will be called ‘The Geographical Enquiry’. The mode of presentation will be an illustrated report.

A second task, worth 10%, is based on an issue which explores differing

geographical viewpoints and perspectives. This task will be called ‘The Issue’. The mode of presentation may be chosen by the candidate but it should make different demands to the illustrated report of the enquiry. For example, it could be a newspaper article, a PowerPoint presentation, a Photo Story, essay or oral presentation or the use of GIS.


3.2 Assessment Objectives

Candidates will be required to demonstrate their ability to:

Assessment Objectives

%

weighting

AO1

Recall, select, and communicate their knowledge and understanding of places, environments and concepts

33%

AO2

Apply their knowledge and understanding in familiar and unfamiliar contexts

37%

AO3

Select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues

30%

The weighting of assessment objectives across examination components is as follows:

COMPONENT AO1 AO2 AO3 Total

01 Unit 1 (F) 10% 13% 7% 30%

02 Unit 1 (H) 10% 13% 7% 30%

03 Unit 2 (F) 14% 18% 13% 45%

04 Unit 2 (H) 14% 18% 13% 45%

5% 4% 6% 05 Controlled Assessment

4% 2% 4% 25%

Total Weighting

33

37

30

100%


3.3 Quality of Written Communication For components involving extended writing i.e. in all three components, candidates

will be assessed on the quality of their written communication within the overall assessment of that component.

Mark schemes include the following specific criteria for the assessment of written communication: • legibility of text; accuracy of spelling, punctuation and grammar; clarity of

meaning; • selection of a form and style of writing appropriate to purpose and to complexity

of subject matter; • organisation of information clearly and coherently; use of specialist vocabulary

where appropriate.


4 AWARDING, REPORTING AND RE-SITTING GCSE qualifications are reported on an eight point scale from A* to G, where A* is

the highest grade. The attainment of pupils who do not succeed in reaching the lowest possible standard to achieve a grade is recorded as U (unclassified), and they do not receive a certificate.

This is a unitised specification that allows for an element of staged assessment.

Units which may be taken in this way are identified clearly in the Scheme of Assessment and may be re-taken once only (with the better result counting) before aggregation for this subject award. Results for a unit have a shelf life limited only by the shelf life of the specification.

Individual unit results for the overall subject award will be expressed as a uniform mark on a scale common to all GCSE qualifications (see table below). The grade equivalence will be reported as a lower case letter (a*) to (g) on results slips but not on certificate.

MAX UMS

A* A B C D E F G

UNIT 1 (weighting

30%) 60 54 48 42 36 30 24 18 12

UNIT 2 (weighting

45%) 90 81 72 63 54 45 36 27 18

UNIT 3 (weighting

25%) 50 45 40 35 30 25 20 15 10

GCSE Qualificatio

n 200 180 160 140 120 100 80 60 40


5 ADMINISTRATION OF CONTROLLED ASSESSMENT Candidates must complete two tasks selected from those provided by WJEC and contextualised to best suit their centre-specific circumstances including location and availability and access to resources. All documentation (CAB1, 2, 3) relating to the marking of the Controlled Assessment will be available on the WJEC website with the submission date. Each task should be marked separately but with an aggregate total out of 50. Each task will be teacher assessed and subject to external moderation. The following criteria should be observed: AO1

Recall, select, and communicate their knowledge and understanding of places, environments and concepts

Task 1 – 5% Task 2 - 4% 5%

AO2

Apply their knowledge and understanding in familiar and unfamiliar contexts

Task 1 - 4% Task 2 - 2% 10%

AO3

Select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues

Task 1 - 6% Task 2 - 4% 10%

LEVELS OF CONTROL The criteria and terminology for controlled assessment, as stipulated by the regulatory authorities, are common across all awarding bodies and all new GCSE specifications in Geography. Controlled assessment in GCSE Geography (B) is split into three stages:

• task setting • task taking • task marking

For each stage, the regulatory authorities have specified a certain level of control to ensure that the conditions under which the tasks are set, carried out and marked are robust and consistent between centres and Awarding Bodies. These controls will ensure that the assessment is valid, reliable and authenticated with a high degree of confidence.


TASK SETTING A high level of control is specified for both tasks • The WJEC will publish a range of tasks which are comparable in nature. • The list of approved tasks will be published annually. • Centres must not use the same task in consecutive years. • From the range of tasks provided, centres will select one Geographical Enquiry

and one Issue. Six alternatives will be available for both the Enquiry and for the Issue.

• • The WJEC will publish a 'Teachers' Guide to Controlled Assessment' to exemplify how to develop the Enquiry and the Issue into appropriate tasks. This will be enhanced through the INSET programme delivered annually.

• A Controlled Assessment Adviser, appointed by the WJEC, will advise centres on the development of the chosen tasks within the parameters stated in the specification.

• The tasks will be developed to ensure that centres contextualise each one to best suit their centre-specific circumstances, for example, location, staff expertise and resource provision.

• The tasks may be undertaken at any time in the learning programme, but both tasks must be concluded before the commencement of the external moderation process, (see below).

TASK TAKING There are two phases of task taking. (A) Research /data collection

A limited level of control is specified for both tasks.

(B) Analysis and evaluation A high level of control is specified for both tasks.

(A) Research/data collection

Research is carried out under limited control.

• Authenticity control.

The research work/data collection must be supervised by the teacher who can seek guidance from the Adviser regarding the appropriate sources of research that are applicable for the investigation chosen. Teachers must keep a detailed log of any general advice given to all candidates. The nature of any additional advice, both oral and written, given to individual candidates should be dated and logged. It is sometimes necessary for the teacher to provide some research material to all pupils. This is because gaining access to such material may be problematic for students and/or organisations do not wish to be inundated with multiple requests for the same information. In these instances the teacher must record and keep examples of any pieces of research material that are given to all pupils.


• Feedback control

Teachers can comment on the research work being undertaken by candidates e.g. on the nature and suitability of the research methodology a candidate has chosen to adopt or the suitability of a questionnaire for primary research.

Any support, both oral and written, given to candidates should be dated and logged. It should indicate clearly the exact nature of the advice. In some cases it may be minimal and merely give candidates a steer in the right direction in other cases it may be detailed and need to be borne in mind when making the final assessment.

• Time control

The total time allocated to this element of the controlled assessment is specified below in relation to the two tasks. This time span is designed to accommodate the needs of those candidates who need extra time due to, for example, learning difficulties.

• Collaboration control

The work of the individual may be informed by working with others e.g. in constructing a questionnaire and gathering evidence but candidates must provide an individual response.

• Resources control

Candidates' access to resources is determined by those available to the centre and can include secondary research methods such as use of the internet, journals, books, material from relevant organisations and by means of primary fieldwork.

(B) Analysis and evaluation

Overall this aspect has a high level of control.

• Authenticity control

Candidates complete all work under direct formal supervision and bring research material as specified for the tasks below. This material must be included with the final piece of work.

Candidates can complete the work in hand-written form or by using ICT. If the work is word-processed the spell checker must be switched off.

• Feedback control

During the completion of the controlled assessment, teachers are allowed to communicate with candidates to clarify issues, but not to offer suggestions or solutions. Teachers can give help regarding technical issues.

• Time control

The evaluation and communication of findings are specified below for the two tasks.

Candidates with specific learning difficulties can be given extra time as defined in 'Access Arrangements, Reasonable Adjustments and Special Consideration General and Vocational Qualifications!.


• Collaboration control

Candidates must complete all work independently.

• Resource control

Research material is limited to that outlined in Authenticity Control.

TASK MARKING A medium level of control is specified for both tasks.

• Teachers mark the task using the marking criteria on pages 30-32 and 35-36.

• The awarding body externally moderates the marks using a random sample,

consistent with Code of Practice requirements. GUIDELINES FOR CONTROLLED ASSESSMENT The Tasks

(a) The Geographical Enquiry (15% of the controlled assessment)

• The WJEC will publish the list of tasks at least two years ahead of the

external examination date. The tasks offered will cover all three themes. • Centres will select the task from the list provided. The themes selected

should address different Key Questions to those that underpin the Issue selected by the centre (see below).

• Centres may discuss with the Controlled Assessment Adviser how the task can be contextualised to best suit the candidates within the centre.

• The Adviser may offer advice on how the contextualised work meets all of the criteria in the specification, including choice of field location, tasks carried out to obtain primary data, secondary data to be used and the time taken on the research phase.

• To ensure that tasks are comparable in nature and that candidates have the opportunity to use and apply the skills outlined in the 'GCSE controlled assessment regulations for Geography' (January 2008), a route of enquiry should be followed.

• The task will be couched in the form of a hypothesis. Candidates will need to follow the route of enquiry to ensure access to all parts of the mark scheme. Differentiation will be achieved as candidates develop the hypothesis through their own organising questions.

• A common mark scheme will be used for assessment purposes. This will ensure that the task meets all of the assessment objectives relating to Knowledge and Understanding, Application and Skills.

• The analysis and evaluation phase should take no more than 8 hours to complete and the teacher will ensure that a high level of control is maintained through supervision.


The Route of Enquiry

The work produced by candidates should reflect the route of enquiry below.

Research/data collection phase - Allow up to one day for fieldwork and a further 5 hours

An introduction to the place being studied and an outline of the organising

questions to be used to shape the Enquiry.

An appreciation of the wider geographical questions and issues that exist, surrounding the hypothesis being studied

A brief summary of the enquiry sequence up to the point of analysis and evaluation

Processing/refining of data

-------------------------------------------------------------------------------------------------------------------------

Analysis and evaluation phase - up to 8 hours

The further selection and refinement of data leading to analysis/interpretation of data

Reaching conclusions

An evaluation of the work undertaken, including an appreciation of the wider geographical questions posed.

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In preparing candidates for the analysis and evaluation phase, teachers should provide guidance on how the mark scheme will be applied. In advance of undertaking the enquiry, candidates should recognise that they:

need to show their knowledge and understanding (AO 1) of the place and the key ideas that underpin the enquiry. They should be able to select, recall and communicate knowledge relating to linked geographical concepts and theories using specialised geographical terms.

need to apply (AO 2) their knowledge and understanding of the place and issue being studied to their wider geographical studies. Moreover, they should be able to ask geographical questions relating to the enquiry statement and consider future developments.

need to be able to show a range of geographical skills (AO 3): such as:

• selecting and processing data using a range of techniques which may include utilising graphical skills, annotating photographs and / or sketches, utilising illustrations, mapping, refining material gained from ICT sources;

• describing, analysing and interpreting evidence before reaching conclusions related to the central enquiry question and to the wider geographical questions being considered;

• evaluating the methods of collecting, presenting and analysing evidence, and the validity and limitations of the evidence and conclusions;

• presenting the enquiry in a logical sequence and using effective communication skills.

The assessment objectives are reflected in the prescribed mark scheme:

Mark Scheme for the Geographical Enquiry

Level Mark Descriptor

Knowledge and Understanding (AO 1) 4 10 – 12 The candidate is able to recall a wide range of specific detail

relating to the hypothesis and uses relevant specialised geographical terms accurately. Understanding is evident throughout as the candidate is able to draw detailed conclusions that are fully consistent with the evidence presented.

3 7 – 9 The candidate is able to recall a range of specific details

relating to the hypothesis and uses specialised geographical terms as appropriate. Understanding is evident as the candidate is able to reach sound conclusions that are consistent with the evidence presented.

2 4 – 6 The candidate is able to recall specific details relating to the

hypothesis and occasionally uses geographical terms to show this understanding. Understanding is evident as the candidate is able to reach a conclusion that is supported by the evidence presented.

1 1 – 3 The candidate is able to recall some facts related to the

hypothesis. The candidate presents a mainly descriptive account where conclusions are missing or rarely presented.

0 No evidence is submitted or the response is insufficient to

meet the descriptor for Level 1.


Application (AO 2) 3 5 – 6 The candidate is able to apply their knowledge and

understanding of the Enquiry to their wider geographical study in relation to geographical ideas, concepts and theories and to other locations. They are able to contextualise the findings of the Enquiry in relation to wider geographical questions.

2 3 – 4 The candidate is able to apply their knowledge and

understanding of the Enquiry to some aspects of their wider geographical study, perhaps in relation to geographical ideas and concepts. They may be able to contextualise the findings of the Enquiry and ask wider geographical questions.

1 1 – 2 The candidate is able to apply some of the Enquiry to their

wider geographical study. 0 No evidence is submitted or the response is insufficient to

meet the descriptor for Level 1. Skills (AO 3) 4 10 – 12 Across all phases of the Enquiry, candidates are able to utilise

a wide range of entirely appropriate techniques to collect, record, select, process, refine and present primary and secondary data. The work shows an entirely logical sequence throughout the research phase and through the analysis phase. Linkage between graphical and textual material is immaculate. The candidate is able to show sophistication when evaluating methods of primary and secondary data collection and when presenting and analysing the evidence. Moreover, they are able to comment on the validity and limitations of conclusions. Communication skills are highly developed, the text is legible and meaningful and the candidates can spell, punctuate and use the rules of grammar with almost faultless accuracy.

3 7 – 9 Across the Enquiry, candidates are able to use a wide range of

techniques to collect, record, select, process, refine and present primary and secondary data. The work has a logical sequence and there is effective linkage between textual and graphical material. Effective evaluation of the research phase (including the collection of primary data) is evident. Candidates are able to comment on the validity of conclusions. Communication skills are well developed, the text is legible and conveys meaning and the candidates can spell, punctuate and use the rules of grammar with accuracy.

2 4 – 6 Candidates are able to use a range of techniques to present

their work. Some primary and secondary data is used. The work has a logical sequence and some attempt is made to link textual and graphical material. Some attempt at evaluation has been made, including evaluation of the primary data collection phase. Effective communication skills ensure that the work conveys meaning and that candidates are able to show competence in spelling, punctuation and grammar.


1 1 – 3 Candidates use a range of techniques to present their work but the information may be presented without a logical sequence or structure. A limited amount of primary or secondary data is used. Links between textual and graphical materials are tenuous. Communication skills ensure that some meaning can be ascertained, but there are significant weaknesses in spelling, punctuation and grammar.


meet the descriptor for Level 1. The Prescribed Tasks For the examination, centres should select one Enquiry. The titles are listed below. Please refer to the Teachers' Guide for further information.

♦ Quality of life varies within the built environment.

♦ The diversity and range of service provision is variable.

♦ Not all coastal management schemes are effective.

♦ Not all river management schemes are effective.

♦ Strategies to manage tourism are more effective in some areas than others.

♦ Sites vary in their potential for new economic development.


The Enquiry - Summary

Task setting (High Level of Control)

The teacher selects the task from the options available. The teacher customises the task with regard to: • location • resources and techniques used in primary data collection

(fieldwork) • secondary resources available • defining organising questions Ideas / refinements may be sent to the Controlled Assessment Adviser who acts as a critical friend.

Research/data collection phase (Limited Level of Control)

The teacher shares the assessment criteria and the route of enquiry with the candidates. The Enquiry is undertaken. Allow up to one day for fieldwork and a further 5 hours. The teacher, working with the candidates, consolidates the data collected. The teacher monitors and keeps a record of the data / material gathered in this phase. He / she adjudicates on the materials that the candidates may carry forward to the next phase, where a high level of control exists (Form CAB 1).

Analysis and Evaluation Phase (High Level of Control)

The candidates begin the write-up (8 hours maximum) under controlled conditions. No teacher input, beyond guidance over the use of time, is allowed. Differentiation is facilitated by candidates shaping their write-up around the route of enquiry and selected organising questions. Candidates use primary data / consolidated data and secondary resources to complete the task.

Marking and Moderation (Medium Level of Control)

The teacher marks the work using the prescribed mark scheme. Internal moderation takes place where more than one teacher is assessing the cohort. Samples of work are sent to an external moderator as designated by WJEC (see Page 38 for the sample selection formula). Computerised marksheets are to be completed and returned to WJEC by mid May.


(b) The Issue (10% of the controlled assessment)

• The WJEC will publish the list of tasks annually. • Centres will select one task from the list provided. The task selected should

address different Key Questions to those which underpin the Enquiry. • Centres may discuss with the Controlled Assessment Adviser how the task can

be contextualised to best suit the candidates in the centre. This includes the options for the mode of presentation to be used by candidates, the appropriateness of the secondary resources to be used (and primary resources if appropriate) and the time requirement in the research and write-up phase.

• To ensure that the tasks are comparable in nature, the framework for delivering the task should be used. This will also ensure that candidates use and apply the skills outlined in the 'GCSE controlled assessment, regulations for Geography' (January 2008).

• The task will be based around a controversy and / or issue where differing opinions and / or geographical perspectives are held. Candidates will need to follow the framework to ensure access to all parts of the mark scheme.

• A common mark scheme will be used for assessment purposes. This will ensure that the task meets all of the assessment objectives relating to Knowledge and Understanding, Application and Skills.

• The research phase should take no more than 5 hours to complete. • The analysis and evaluation phase should take no more than 5 hours to complete

and the teacher will ensure that a high level of control is maintained through supervision.

The Framework for the Issue

An introduction to the place and issue

The views of people on one side of the argument and why they hold those views

The views of people on the other side of the argument and why they hold those views

The candidates own, justified views

In preparing candidates for the analysis and evaluation phase (where individual work is produced, no guidance beyond time management is given, and a high level of supervision is maintained), teachers should provide guidance on how the mark scheme will be applied. In advance of undertaking the enquiry, candidates should recognise that they:

need to show their knowledge and understanding (AO 1) of the place and the

key reasons why the issue is controversial, prompting a range of views. They should be able to select, recall and communicate knowledge relating to geographical concepts and theories related to the issue, using specialised geographical terms.


need to apply (AO 2) their knowledge and understanding of the place and issue. A key factor will be the need to articulate differing viewpoints and why those viewpoints are held. The candidates own views must be present and the reasons why they hold those views. The candidate may offer a resolution to the controversy.

should be able to show a range of geographical skills (AO 3) such as the ability to:

• select and process source material using a range of techniques, which may include utilising graphical skills, annotating photographs, utilising illustrations, mapping, refining material gained from ICT sources, operating GIS to explore variables;

• select an appropriate mode of communication which is particularly suited to presenting all sides of the issue / controversy;

• weigh up the relative merits of differing opinions before shaping their own; • deliver the issue in a logical way, using effective communication skills,

including GIS.

The assessment objectives are reflected in the prescribed mark scheme:

Mark Scheme for the Issue

Level Mark Descriptor Knowledge and Understanding (AO 1)

3 5 – 6 The candidate is able to recall a wide range of specific detail

relating to the issue and to the location being studied. He / she uses relevant, specialised geographical terms accurately. Understanding is evident as the candidate is able to articulate, in some detail, why the issue is controversial.

2 3 - 4 The candidate is able to recall specific facts relating to the

issue and to the location being studied. He / she is able to use some geographical terms appropriately. Understanding is evident as the candidate is able to explain why the issue is controversial.

1 1 – 2 The candidate is able to recall some facts relating to the issue.

Understanding is evident in that the candidate is aware that the issue is controversial.



Application (AO 2)

3 5 – 6 The candidate is able to articulate and explain why differing views are held across a number of groups and / or individuals involved. The candidates’ own views on the issue are explained and justified. At the highest level, the candidate offers a realistic resolution to the issue.

2 3 – 4 The candidate is able to report differing views on the issue,

although an explanation of why those views are held may be limited. The candidates’ own reasoned view is given.

1 1 – 2 Differing views on the issue are reported and the candidate

offers his / her own view on the issue. 0 No evidence is submitted or the response is insufficient to



Skills (AO 3) 3 6 – 8 The candidate utilises a wide range of entirely appropriate

techniques to collect and record (where fieldwork is involved), select, process, refine and present geographical data. Linkage between graphical and textual (and oral evidence where appropriate), is immaculate. Communication skills are highly developed, not least in the ability of the candidate to weigh up the evidence available and present a logical argument. The mode of presentation selected by the candidate is entirely appropriate and fit for purpose.

2 3 – 5 The candidate uses a range of appropriate techniques to

collect and record (where fieldwork is involved), select, process, refine and present geographical data. Linkage between textual, graphical (and where appropriate oral evidence), is sound. Communication skills are utilised to ensure that a logical progression through the issue is evident. The mode of presentation selected by the candidate is appropriate.

1 1 – 2 The candidate selects, presents and communicates some

material that is relevant to the issue. There may be little progression or linkage in the work. Communication skills are utilised to ensure that some meaning is conveyed.



For the examination, centres should select one issue. The titles are listed below. Please refer to the Teachers' Guide for further information.

♦ A planning issue in an urban area. ♦ A planning issue in a rural area. ♦ An issue concerning water management (flooding and / or water supply). ♦ An issue concerning coastal management (protection measures or tourist

impact). ♦ An issue concerning economic activity and how it may impact on the environment ♦ An issue concerning a change in employment opportunities in a specified area.


The Issue - Summary

Task setting (High Level of Control)

The teacher selects the task from the options available. The teacher customises the task with regard to:

• the specific location to be studied • the source materials to be used • ideas for the mode of presentation

The teacher may send ideas / refinements to the Controlled Assessment Adviser who acts as a critical friend.

Research phase (Limited Level of Control)

The teacher shares the assessment criteria and the 'framework for the issue', with the candidates. Research is undertaken - allow up to 5 hours (and include fieldwork if appropriate - allow up to one day). Candidates select and process data. Candidates discuss their preferred mode of presentation with the teacher. The teacher monitors and keeps a record of the data / material gathered in this phase. He / she adjudicates on the materials that the candidates may carry forward to the next phase, where a high level of control exists (Form CAB 2).

Analysis and Evaluation Phase (High Level of Control)

The candidates begin to devise their presentation (5 hours maximum), under controlled conditions. No teacher input, beyond guidance over the use of time, is allowed. Differentiation is facilitated by candidates shaping their presentation around the framework provided, their selection of secondary (and possibly primary data) and through the mode of presentation selected. Candidates interpret the secondary data (and primary data for some) available to them.

Marking and Moderation (Medium Level of Control)

The teacher marks the work using the prescribed mark scheme. Internal moderation takes place where more than one teacher is assessing the cohort and/or where different modes of presentation. Samples of work are sent to an external moderator as designated by WJEC (see Page 38 for the sample selection formula). Computerised marksheets are to be completed and returned to WJEC by mid May.


Annotation of Controlled Assessment This should be achieved by: (i) summative comments on the Controlled Assessment cover sheets (CAB2 and

CAB3 available on WJEC website);

(ii) annotation of the candidates' Controlled Assessment tasks i.e. in the margin or in the text. This should be brief and to the point. Attention should be drawn where candidates provide evidence of attaining a certain level of performance in relation to the assessment objectives or where there are clear errors (e.g. errors of fact, interpretation, definition and theory) and where the work is irrelevant.

Annotation is to help the moderator understand more fully how the teacher has arrived at the mark awarded to the candidate.

Internal Moderation of Controlled Assessment Centres must ensure that careful moderation is carried out where more than one teacher is responsible for the marking of the Controlled Assessment. This is necessary to ensure uniformity of standards within a centre. Where internal moderation is necessary the teacher assuming overall responsibility for this process should provide a written outline of the procedures that have been adopted for the external moderator.

External Moderation of Controlled Assessment

The moderation of teacher assessment will be provided by inspection of the Controlled Assessment by WJEC. Centres will be informed of the submission date for the Controlled Tasks in the published Examinations Timetable and the name of their moderator will be issued in the spring term prior to accreditation.

The proportion of work to be moderated will be of the following order. Total number of candidates

Work to be submitted (Numbers relate to rank order)

1 – 10 All

11 - 19 1st and every second (1, 3, 5, 7 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10

20 - 45 1st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

46 - 99 1st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

100 - 199 1st and every fourteenth (1, 15, 29, 43 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 15

200 – 299 1st and every fifteenth (1, 16, 31, 46 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25

Over 300 1st and every twentieth (1, 21, 41, 61 etc.) plus the lowest scoring folder and additional folders as necessary (reflecting spread of marks) to make a total sample of 25


As a result of the moderation, the marks of candidates may be adjusted to bring the centre's marks into line with the national standard. If required, the moderator will ask for additional samples of work and if necessary, the work of all candidates may be called for and externally moderated regardless of entry numbers. In this case, all of the Controlled Assessments will be posted to the moderator. It assists the moderation process considerably if the final marks of all the candidates are submitted to the moderator in rank order. It is only if this is done that the moderator can be fully aware of the full impact of any scaling. It is not necessary to write out all the names on the CAB1 form, an internally devised spreadsheet can fulfil this purpose. In the event of concern over the awarding procedures, the normal appeals process will apply. Authentication Candidates will be required to confirm in writing, with any exceptions stated, that the work has been completed unaided. This will be achieved by signing the Controlled Assessment cover sheet CAB2 and CAB3. Teachers will be required to confirm in writing that, to the best of their knowledge, all the work submitted for moderation, with any exceptions stated, is the candidate's own unaided work. This will be achieved by signing the composite mark sheet (CAB1) and the Controlled Assessment cover sheets (CAB2 and CAB3). Full details of any assistance given to particular candidates which is beyond that given to the teaching group as a whole should be indicated on CAB2 and CAB3 and this should be taken into account when assessing the Controlled Assessment. Recording of Controlled Assessment Marks (1) Form CAB1 will be used for recording marks to be sent to the moderator at a

date to be specified by WJEC. Candidates should be listed in rank order. The tasks collectively must be marked out of 50.

(2) Marks will also be recorded on 'C forms' distributed to centres. The maximum

mark to be recorded is 50. Submission of Controlled Assessment The following should be submitted:

• copies of the tasks; • general notes of guidance given to candidates; • a list of resource materials given to candidates; • the composite mark sheet (CAB1); • the Controlled Assessment in soft covered binders or folders with the

coversheets (CAB2 and CAB3) placed at the front.

Material that candidates may have acquired in their research such as multiple copies of questionnaires and pre-printed material from organisations should not be submitted.


Return of Controlled Assessment The moderator will return work to centres when the moderation process is complete. A sample of work will be sent to the Chief Moderator and may be retained for use at Awarding or INSET or as exemplar material. Retention of Controlled Assessment Centres need to retain the Controlled Assessments until the end of November following the Summer Examination.


6 GRADE DESCRIPTIONS Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content specified by the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of candidates’ performance in the assessment may be balanced by better performances in others. Grade A Candidates recall, select and communicate detailed knowledge and thorough understanding of places, environments, concepts and locations at a range of scales. They use geographical terminology accurately and appropriately. They apply appropriate knowledge and understanding of a wide range of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They recognise and understand complex relationships between people and the environment, identifying and evaluating current problems and issues, and making perceptive and informed geographical decisions. They understand how these can contribute to a future that is sustainable. They select, evaluate and use effectively a wide range of relevant skills and appropriate techniques and technologies. They identify relevant questions and issues and establish appropriate sequences to undertake investigations independently. They collect and record accurately a range of appropriate evidence from a wide range of sources, including fieldwork. They analyse and interpret information and critically evaluate its validity. They reflect on the limitations of evidence, detecting and responding to bias to make informed and reasoned judgements to present substantiated and appropriate conclusions. Grade C Candidates recall, select and communicate knowledge and understanding of places, environments, concepts and locations across different scales. They use geographical terminology appropriately. They apply their knowledge and understanding of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They understand relationships between people and the environment, identifying and explaining different problems and issues and making geographical decisions that are supported by reasons, including sustainable approaches. They select and use a variety of skills, and appropriate techniques and technologies to identify questions and issues to undertake investigations. They collect and record appropriate evidence from different sources, including fieldwork. They analyse and interpret evidence and recognise some of the limitations of evidence to reach plausible conclusions.


Grade F Candidates recall, select and communicate knowledge and some limited aspects of understanding about places, environments and concepts at more than one scale. They communicate their ideas using everyday language. They apply their understanding of some simple physical and human processes and patterns in different contexts. They recognise simple relationships between people and the environment. They identify problems and issues and make decisions informed by simple reasons and evidence. They use skills and a limited number of techniques and technologies to undertake an investigation. They collect and record a limited selection of evidence from some sources, including fieldwork. They interpret evidence to reach some basic conclusions.


7 THE WIDER CURRICULUM There are many opportunities throughout the specification for the development of cross-curricular dimensions.

Key Skills Key Skills are integral to the study of GCSE Geography (B) and may be assessed

through the course content and the related scheme of assessment as defined in the specification. The following key skills can be developed through this specification at levels 1 and 2:

• Communication • Problem Solving • Information and Communication Technology • Working with Others

• Improving Own Learning and Performance

Mapping of opportunities for the development of these skills against Key Skills evidence requirement is provided in 'Exemplification of Key Skills for Geography (B)', available on WJEC website

Opportunities for use of technology This specification provides opportunities for candidates to use ICT to gain access to additional information sources, and assist in handling, presenting and analysing geographical evidence. The opportunities range from the classroom, where candidates can access electronic archives, search for and use appropriate websites for libraries, museum government agencies, to the examination context where the controlled assessment tasks can be based upon, utilise and be presented through ICT.

Spiritual, Moral, Ethical, Social and Cultural Issues

Geography is a subject that requires candidates to examine the actions of people

and thereby poses issues about their perspectives, motivation and reactions. Through the study of contemporary societies candidates will have opportunities to reflect on a range of spiritual, moral, ethical, social and cultural issues.

Accordingly, the specification provides a framework and includes specific content

through which individuals may address these issues. The controlled assessment may serve to extend understanding of the issues in order that a balanced appreciation of the conflicts and dilemmas involved may be encouraged. For example, in Theme 2, issues of sustainability allow students to address and explore the ethical issue of individual and group responsibility and to express their personal views.


Examples of development opportunity:

Ethical/Moral Issue Internal assessment of classwork that supports evidence of achievement

Reach an ethical judgement and express personal views.

Theme 2, Key Idea 3: When candidates are explaining why the impact of human activity on ecosystems needs careful management they can explore the ethical implications of sustainability and form an opinion of its merits. Theme 3, Key Idea 2: When addressing the issue of what 'development' means, candidates can investigate, at a range of scales, and make informed ethical judgements about the relationships between MEDCs and LEDCs.

Citizenship The specification offers a range of opportunities for students to develop citizenship

knowledge, skills and understanding. These opportunities are especially evident in the content of this specification with its emphasis upon inter-dependence at a range of scales, including the global, planning issues, quality of life, and the delicate inter-relationship between people and their environment. For example, evidence of achievement will be generated by classwork that looks at local or regional differences in development and, in the process, considers the challenge of sustainability and the concept of inter-dependence.

Examples of development opportunity:

Citizenship Internal assessment of classwork that supports evidence of achievement

Study the wider issues and challenges of global interdependence and responsibility, including sustainable development.

Applicable to all themes but especially Theme 1, Key Ideas 5 and 6; Theme 2, Key Idea 3; Theme 3, Key Idea 7. When candidates are explaining the differences in contrasting regions within or between countries, they can explore the challenge of sustainability and the concept of interdependence.


Environmental Issues Environmental education: the issues of sustainable and inter-dependent

development, which are at the heart of the specification, are major foundations on which environmental education is built. Actions in one place have ramifications (often unpredictable) in others, and candidates need to be aware of the breadth and depth of unintended consequences of actions, as well as the implications of drawing too narrow a boundary around notions of costs and benefits.

Health and Safety Consideration The issues of comparative education and of comparative understandings of health,

form a significant focus for views about how different people view their world. Different understandings of health care and changes in health care will arise in Theme 3, in particular, and will provide important foci for case studies and perhaps, for project work.

The European Dimension Through their study of geography candidates will strengthen and broaden their

awareness of the factors that bring together the peoples and countries of Europe. The above approach conforms with the aspirations expressed in the 1998

Resolutions of the Council of the European Community and the Ministers of Education meeting within the Council, concerning the European dimension in education and environmental education, particularly those intended at the level of member states.

Curriculum Cymreig For candidates in Wales, the specification provides, through selected examples, an

opportunity to assist in the delivery of the Curriculum Cymreig, by developing and applying knowledge and understanding of the cultural, economic, environmental and linguistic characteristics of Wales within the strands of geographical enquiry and skills, places and themes. This approach, supported by a range of illustrative content, allows the possibility of developing a 'Welsh Theme' that will facilitate a distinct contribution to the Curriculum Cymreig.

GCSE Geography Specification B - 2011/ED 31 March 2010

Documents

GCSE Geography Specification B 2011 - Mr Johnston's · PDF fileGCSE GEOGRAPHY (B) 3 GEOGRAPHY (B) 1 INTRODUCTION 1.1 Rationale This specification builds upon the approaches and strategies