Geography Revision EveningWelcome to the Geography GCSE Parent & Student

Revision Evening.Thank you for coming and we hope you will find the

session useful.

Whilst we wait for everyone to arrive please take this time to ask your son/daughter what they see as their

biggest challenge in achieving a grade they will be proud of in the summer?

Aims of this evening

• To provide you with useful information on what and where the best resources for revision can be found.

• To provide you with details on the best methods of revision for Geography.

• To provide you with an opportunity to understand the skills and knowledge needed in the exam.

Current Opportunities on offer

• Revision for all students every Thursday morning at 8.15 in O08.

• HPA breakfast session Wednesday 5th April, 8.15.

• Mrs Davis’ breakfast revision sessions for HPA students, Tuesday mornings Week A, 8.15, O08.

• After Easter- small intervention groups during either PSHEE time/tutor time.

Which course?• OCR Geography B; http://www.ocr.org.uk/qualifications/gcse-

geography-b-j385-from-2012/

• 25% almost complete- Controlled Assessment Seaford (Deadline Friday 7th April 2017)

• 2 papers to sit in the summer:

- Key Geographical Themes 50%, 1hr 45, Tuesday 6th June, PM

- SDME, 25%, 1hr 30 Monday 22nd May, PM

Paper Breakdown

SDME (Sustainable Decision Making Exercise):

• Population & Settlement (only)

• Resource booklet with variety of figures (photos, maps, tables of data etc)-usually 10-12 pages long.

• Total number of marks:40

• Large number of the questions will test the quality of your written work (6 marks or more)

• Work through in the correct order- final questions always the decision (highest weighted question 16 marks)

• Examined on your ability to use resources and support with your own knowledge.

Paper Breakdown continued:Key Geographical Themes:

• Tested on the following topics: Rivers & Coasts, Economic Activity & Development and Natural Hazards

• Total marks: 99

• All case study questions (9 marks) also carry an additional 3 marks for SPAG. Always at the end of each topic section.

• Tested on ability to use resources, including OS map extract, tables, photos etc and longer responses (9 marks)

Where to find useful things

• http://www.ocr.org.uk/qualifications/gcse-geography-b-j385-from-2012/

• https://www.riddlesdown.org/examinations

• P:\Geography\Year 11\Exam Papers OCR B\Key Geographical Themes

• http://www.bbc.co.uk/schools/gcsebitesize/geography/

What do they have to help them revise?

• Year 10 and current exercise books

• CGP Revision guide (OCR B specific)

• Access to textbooks in the library

Other materials that might help:

What can we remember?

Proven techniques

What should revision look like for Geography?

Ways to Revise• Create flashcards with keyword on one side and definition on the other.• Flow diagrams – good for showing the sequence of processes, e.g

formation of a spit• Draw diagrams with annotations or reverse- write out the labels and then

add in the diagram• Case Study summary sheets- students will need to revise at least 3 specific

facts/case study. Use colours to code social, economic and environmental aspects.

• Spider diagrams- key word/theme/place in middle of A3 paper- sub themes around these, case study facts if needed.

• Practise map skills- grid references, contour lines, identifying physical and human features.

Active ways to revise

•Post-It Note Game - Active

•Google Drive - Collaborative

•Google Earth - Changing Format

•Breakfast Table - Teaching

Haiti Earthquake

Causes

Impacts

Responses

EnvironmentalSocial

Economic

Haiti is an LEDC. This would mean it is harder for them to cope because...

iMindMap

Note Cards

• Use flash cards to shorten your

notes and make your revision

more manageable

1. Highlight your notes to identify the key pieces of info you need to know

2. Try to fit each piece of information on one card (either one side or both sides)

3. Use different coloured pens for different sections

4. Use abbreviations where possible to save space (e.g. ENV for environment, EC for economic)

Podcast

• If you are someone who listens to notes rather than writes, you might want to create some voice memos

• You can record this on your phone and listen back to these again and again.

• Read out the key information about your notes to a recording and then listen back to these.

How to get the marks!Command words:

• Students will be used to using these in class when doing past question papers, however it is key to recap these as part of their revision:

Inside the mind of the examiner

• Know the difference between a point marked question and a levelled question

• 4 marks or less is a point marked question

• Case study questions, 9 mark and also 6 marks in the SDME are levelled:

L1 – Basic and simple statements

L2 – Clear answers, some detail

L3 – Detailed, supporting evidence given/used.

• Do not forget about the SPAG marks – all 9 mark questions will assess your Spelling, Punctuation And Grammar!

• There are a total of 9 marks across the whole paper for SPAG so always write an answer.

Inside the mind of the examiner

Reaching the Higher marks- so what!

• Use the so what approach to ensure your answer is accessing the higher levels (especially important for 2x2 and case study 9 mark questions)

Question:What is the advantage of long term aid? (4 marks)Answer:Foreign money is brought into the area, by organisations such as the World Bank, so money can be invested in areas such as agriculture (2 marks)SO WHAT?The money could then be used by the farmers to improve their farming techniques allowing them to produce more food. It would also provide them with an opportunity to learn new farming skills and become more sustainable and therefore more self-sufficient in the future.

Questions

1. Why does life expectancy vary between countries at different levels of economic development? (4)

2. The earthquake in Northridge killed around 60 people. An earthquake of similar magnitude in Bam, Iran, killed around 40 000 people. Explain two reasons why the number of deaths is higher in LEDCs such as Iran.(4)

3. Describe the distribution of earthquakes (3)

4. Explain how the multi-national company affects local people and the economy of that country. Include at least three developed ideas. (9marks)

Resource for Q3

Mark schemes

1. State of health care

Tradition

Disease

Number of people per doctor

Natural disasters

[4] 2 x 2

1 mark for basic consequence, second

mark for development

Credit other valid ideas.

2.

Mark Schemes continued

3.

Model answer• Name and locate an example of a tectonic hazard in an LEDC.

…Haiti Earthquake, 2010………………………………………………….

• Describe the impacts of this hazard.

Suggest why it may be difficult to prepare for this hazard in your chosen area in the future. Include at least three developed ideas.

In January 2010, Haiti was hit by an earthquake which was a magnitude 7 on the Richter scale. The earthquakes epicentre was 10 miles from the capital Port-au-Prince and was very shallow.The earthquake was devastating. Over 230,000 people died and over 50% of the buildings in the capital were destroyed. Many people died because buildings collapsed.Haiti cannot prepare in the future because they are very poor and do not have the technology to predict an future event. They cannot build earthquake proof buildings so if another earthquake was to hit, it would be just as devastating.

Does it have case study detail? Does it have 3 paragraphs? Is it comprehensive?

How many marks?

In January 2010, Haiti was hit by an earthquake which was a magnitude 7 on the Richter scale. The earthquakes epicentre was 10 miles from the capital Port-au-Prince and was very shallow. This meant that the seismic waves were very strong and so the earthquake was devastating. Over 230,000 people died and over 50% of the buildings in the capital were destroyed. Many people died because the buildings were made of concrete and were poorly built so they collapsed easily. The hospital was also damaged, so many people who were badly injured could not get help and died from their injuries. Many people lay in the streets as there was no-one to bury them and water supplies were badly damaged, so diseases spread quickly and caused further deaths.

Haiti is very poor and relied on aid from other countries to help. However, roads, airports and ports were badly damaged which meant much of the aid couldn’t get in to the people who needed it the most. This meant that people were living in temporary accommodation for a long time, and in November 2010 when Hurricane Tomas hit the country people living in tents were flooded and washed away. This also lead to the spread of cholera in the country, with some people still suffering from the disease and living in temporary accommodation 5 years later.

Haiti cannot prepare in the future because they are the poorest country in the Western Hemisphere, with over 80% of their people living below the poverty line. The 2010 earthquake cost $7.8 billion to repair and their industry was badly hit, which is money they could have been spent on protecting residents for the future. Haiti do not have the technology to predict an future event and therefore will not be able to evacuate residents in time if another earthquake were to hit. Also, many residents are uneducated, therefore they do not have the knowledge of what to do in an earthquake, or a survival kit to keep themselves safe following an earthquake. They do not have the money to build buildings which could withstand an earthquake so if another earthquake was to hit, many buildings are likely to collapse which would cause as many deaths in the future.

Mark Scheme Continued:

Case study will be marked using 3 levels

If no valid names area = Max L2, 5 marks maximum for valid ideas about just one part of the question

0 marks No evidence submitted or response does not address the question.

Level 1: [1-3 marks] Basic description of effects

Demonstrates limited relevant knowledge and information. Written work contains mistakes in spelling, grammar

and punctuation, which sometimes hinder communication.

Level 2: [4-6 marks] Description of effects covering both people and the economy with some explanation

Demonstrates some relevant knowledge based on a range of factual information and evidence. Written work is

legible and spelling, grammar and punctuation are mostly accurate. Meaning is communicated clearly.

Level 3: [7-9 marks] Thorough and developed explanation of economic impacts and impacts on people

Demonstrates thorough knowledge based on a full range of relevant factual information and evidence. Written

work is legible and spelling, grammar and punctuation are accurate. Meaning is communicated very clearly.

4.

SDME (Sustainable Decision Making exercise)• Different from their other exam- this is an exam based on their ability

to use resources as a stimulus for their answer

• Only on Population & Settlement

• These 2 topics must still be revised thoroughly- key words, case studies!

• We have done 3 practises- please use this feedback to help with your revision for this exam.

Who can give us a perfect definition of sustainable

development?1 minute to discuss with the parent/carer who is

with you?

Sustainable development:Development that meet the

needs of the present, without harming the ability of future

generations to meet their own needs.

SDME

Use resource 3. Suggest and explain two ways that ‘Cities for People’ are more sustainable than ‘Cities for Cars’.

• 3 problems and 3 different explanations needed

• Make sure these focus on what is better in cities for people (not what is worse in cities for cars)

• E.g. Less congestion-reduced pollution(1) improved health(1) environmental benefits(1) (dev)

• E.g. Fewer motor cars (1) reduced consumption of fossil fuels-conserve supplies for future (1) less pollution (1) environmental benefits (1) (dev)

Use resource 3. Suggest and explain three ways in which ‘Cities for People’ are more sustainable than ‘Cities for Cars’. (6 marks)

• 2 developed paragraphs

• Level 3 [5-6 marks] Gives two valid ways and explains how both are more sustainable. Demonstrates thorough knowledge of concept of sustainability based on a full range of relevant factual information and evidence

• Can bring in example of Curitiba

SDME

SDME

Tips for the final Decision question (16 marks)• Clearly state your option and every option you talk about

• Explain each point clearly

• Structure your paragraphs so it is clear what you are writing• i.e. if it asks for points make sure you are clear which point you are including

• Don’t use ‘they’ for stakeholders unless you have already stated who you are talking about

• Don’t just talk about ‘the problems’ – what are the problems you are trying to solve

• Read the questions carefully. • Sometimes missing the point of the options which means developed ideas are not

clear

SDME

ANY QUESTIONS?

Thank you for attending this evening, we really appreciate your support.

If you have any further questions please do not hesitate to contact any member of the Geography team:

Nicola Davis, Director of Geography – Nicola.Davis@riddlesdown.org

Laura Bicknell – Laura.Bicknell@riddlesdown.org

Stuart Sims – stuart.sims@riddlesdown.org

Good luck and happy revising!