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Qualification title: AQA GCSE Geography (8035)
Click here to visit the AQA GCSE Geography website. You can download
the course specification as well as find exam dates, past exam papers,
mark schemes, examiner’s reports and much more!
Overview of the Course
4 units are studied across the 3-year GCSE Geography course. These are:
1. Physical Environment
2. Human Environment
3. Geographical Applications
4. Geographical Skills.
GCSE Geography is a linear course with 3 exams at the end of Year 11. These 3 exams
constitute the final GCSE grade.
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Topics examined in each exam paper
Exam paper 1: (Physical Environment)
The Challenge of Natural Hazards (Natural Hazards, Tectonic Hazards, Weather Hazards,
Climate Change)
The Living World (Ecosystems, Tropical Rainforests, Hot Deserts)
Physical Landscapes in the UK (Physical Diversity of the UK, Coastal Landscapes, River
Landscapes)
Exam paper 2: (Human Environment)
Urban Challenges (The Global Pattern of Urban Change, Urban Growth in Nigeria, Urban
Challenges in the UK, Sustainable Development of Urban Areas)
The Changing Economic World (Economic Development and Quality of Life, Reducing the
Global Development Gap, Economic Development in India/Nigeria, Economic Change in the
UK)
The Challenge of Resource Management (Global Resource Management, Resources in the
UK, Energy)
Exam paper 3: (Geographical Applications)
Issue Evaluation (Students are given a pre-release resource 12 weeks before the exam)
Fieldwork & Skills
2 COMPULSORY FIELDWORK DAYS to York and Leeds over the 3 year course.
Overview of Skills
A wide variety of skills are assessed throughout all 3 exams (cartographic, graphical,
numerical, statistical, qualitative & quantitative data, literacy, resource interpretation).
For more detailed information on the content and skills covered in each unit please refer
to pages 6 to 16 in this handbook or click here to view the full specification on the AQA
GCSE Geography website.
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Assessment objectives and weightings
There are 4 assessment objectives (AOs) used throughout the 3 exams which require
students to:
AO1 Demonstrate knowledge of locations, places, processes, environments and different scales
15% of GCSE
AO2 Demonstrate geographical understanding of: concepts and how they are used in relation to places, environments and processes; the interrelationships between places, environments and processes
25% of GCSE
AO3 Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements
35% of GCSE
AO4 Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings
25% of GCSE
These can be simplified as:
AO1 = Students need to describe their answers in detail using relevant information
AO2 = Students need to explain their answers in detail (i.e. develop their
description from AO1) using relevant information
AO3 = Students need to make judgements, presenting arguments for and against
AO4 = Students need to apply skills and techniques to information they are given
The 4 assessment objectives (AOs) are weighted across the 3 exams as follows:
AO1 AO2 AO3 AO4 Total weighting
Paper 1 7.5% 11% 8.5% 8% 35%
Paper 2 7.5% 11% 8.5% 8% 35%
Paper 3 0% 3% 18% 9% 30%
Total AO weighting
15% 25% 35% 25% 100%
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Revision resources
Use the revision pack distributed in class to prepare for the exams!
This has copies of the exam specification and mind maps for each
topic as well as other useful resources!
Knowing and understanding everything on the specification sheets
in the revision pack is a good way to ensuring success in GCSE
Geography!
Purchase the CGP Geography ‘revision and practice’ workbook to use
at home. These can be ordered through school at a cost of £5.50
(£10.99 RRP).
For information on how to order please speak to a member of the
geography department or collect an order form from Ms A
Messenger in the LRC.
Use Hodder AQA GCSE (9-1) Geography textbook (the one used in
lessons).
The AQA website has some useful course information –
specifications, course content and specimen papers.
There are also useful websites:
https://www.bbc.com/education/examspecs/zy3ptyc
https://quizlet.com/subject/aqa-gcse-geography/
https://www.tes.com/teaching-resources/gcse-exam-
revision/geography
Use effective revision strategies for exam preparation. Start by using the exam specification
to identify areas of strength and weakness in knowledge and understanding. Use this to plan
a revision timetable that makes sure the weaker areas are tackled effectively. Some simple
and effective revision strategies include:
Bullet points/lists of key facts and information
Cue cards/Q+A cards
Mind maps/spider diagrams to show key parts of each topic/unit and links between
them
Flow charts to show processes and concepts
Tables or venn diagrams to show similarities and differences
Answering practice exam questions is a great way to assess how effectively revision is
working as well as helping improve exam technique! Have a go at some questions and hand
them into individual geography teachers for marking!
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How parents can help
Purchasing the CGP revision guide from school (£5.50 instead of £10.99)
Supporting revision in the run up to exams
Encouraging completion of practice past exam papers and checking answers either
by using AQA mark schemes or handing into geography teachers for marking
Check student understanding against the specification, which can be downloaded
from the AQA GCSE Geography website (students are also given copies of this in
their revision packs)
Support available in the geography department
After school support sessions are provided at specific intervals throughout the year
(usually Wednesdays 3-4pm). For more information speak to individual geography
teachers – alternative evenings may also be arranged
Core textbook chapter copies are provided for each of the examined topics
Revision pack and materials provided throughout year 11 e.g. revision specification
checklists, student friendly mind maps, purple exam question booklets and
homework booklets
Students are encouraged to seek help and support from their geography teachers as
and when needed
Geography department contact details
For further information please contact:
Mr A Richards (Head of Geography) [email protected]
Miss G Wells (KS4 Co-ordinator) [email protected]
Mr A Lenski (KS4 Co-ordinator) [email protected]
Mr P Stevenson [email protected]
Mrs H Clarke [email protected]
Mr B Hobson [email protected]
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Detailed content of each unit studied
Living With The Physical Environment
Section A: The Challenge of Natural Hazards
3.1.1.1 Natural hazards
Key idea Specification Content:
Natural hazards pose
major risks to people
and property.
Definition of a natural hazard.
Types of natural hazard.
Factors affecting hazard risk.
3.1.1.2 Tectonic hazards
Key idea Specification Content:
Earthquakes and
volcanic eruptions are
the result of physical
processes.
Plate tectonics theory.
Global distribution of earthquakes and volcanic eruptions and their
relationship to plate margins.
Physical processes taking place at different types of plate margin (constructive,
destructive and conservative) that lead to earthquakes and volcanic activity.
The effects of, and
responses to, a tectonic
hazard vary between
areas of contrasting
levels of wealth.
Primary and secondary effects of a tectonic hazard. EARTHQUAKES
Immediate and long-term responses to a tectonic hazard.
Use named examples (HAITI/NEPAL & JAPAN/ITALY) to show how the effects
and responses to a tectonic hazard vary between two areas of contrasting
levels of wealth.
Management can
reduce the effects of a
tectonic hazard.
Reasons why people continue to live in areas at risk from a tectonic hazard.
How monitoring, prediction, protection and planning can reduce the risks from
a tectonic hazard.
3.1.1.3 Weather hazards
Key idea Specification Content:
Global atmospheric
circulation helps to
determine patterns of
weather and climate.
General atmospheric circulation model: pressure belts and surface winds.
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Key idea Specification Content:
Tropical storms
(hurricanes, cyclones,
typhoons) develop as a
result of particular
physical conditions.
Global distribution of tropical storms (hurricanes, cyclones, typhoons).
An understanding of the relationship between tropical storms and general
atmospheric circulation.
Causes of tropical storms and the sequence of their formation and
development.
The structure and features of a tropical storm.
How climate change might affect the distribution, frequency and intensity of
tropical storms.
Tropical storms have
significant effects on
people and the
environment.
Primary and secondary effects of tropical storms.
Immediate and long-term responses to tropical storms.
Use a named example (TYPHOON HAIYAN) of a tropical storm to show its
effects and responses.
How monitoring, prediction, protection and planning can reduce the effects of
tropical storms.
The UK is affected by a
number of weather
hazards.
An overview of types of weather hazard experienced in the UK.
Extreme weather
events in the UK have
impacts on human
activity.
An example (CUMBRIA & YORKSHIRE FLOODS XMAS 2015) of a recent
extreme weather event in the UK to illustrate:
o causes
o social, economic and environmental impacts
o how management strategies can reduce risk.
Evidence that weather is becoming more extreme in the UK.
3.1.1.4 Climate change
Key idea Specification Content
Climate change is the
result of natural and
human factors, and has
a range of effects.
Evidence for climate change from the beginning of the Quaternary period to
the present day.
Possible causes of climate change:
o Natural factors – orbital changes, volcanic activity and solar output
o Human factors – use of fossil fuels, agriculture and deforestation.
Overview of the effects of climate change on people and the environment.
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Key idea Specification Content
Managing climate
change involves both
mitigation (reducing
causes) and adaptation
(responding to change).
Managing climate change:
o Mitigation – alternative energy production, carbon capture, planting
trees, international agreements
o Adaptation – change in agricultural systems, managing water supply,
reducing risk from rising sea levels.
3.1.2 Section B: The living world
In this section, students are required to study Ecosystems, Tropical rainforests and ONE from
either Hot deserts or Cold environments . YOU HAVE STUDIED HOT DESERTS.
3.1.2.1 Ecosystems
Key idea Specification content
Ecosystems exist at a
range of scales and
involve the interaction
between biotic and
abiotic components.
An example of a small scale UK ecosystem to illustrate the concept of
interrelationships within a natural system, an understanding of producers,
consumers, decomposers, food chain, food web and nutrient cycling.
The balance between components. The impact on the ecosystem of changing
one component.
An overview of the distribution and characteristics of large scale natural global
ecosystems.
3.1.2.2 Tropical rainforests
Key idea Specification Content:
Tropical rainforest
ecosystems have a
range of distinctive
characteristics.
The physical characteristics of a tropical rainforest.
The interdependence of climate, water, soils, plants, animals and people.
How plants and animals adapt to the physical conditions.
Issues related to biodiversity.
Deforestation has
economic and
environmental impacts.
Changing rates of deforestation.
A case study (AMAZON) of a tropical rainforest to illustrate:
o Causes of deforestation – subsistence and commercial farming, logging,
road building, mineral extraction, energy development, settlement,
population growth.
o Impacts of deforestation –economic development, soil erosion,
contribution to climate change.
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Key idea Specification Content:
Tropical rainforests
need to be managed to
be sustainable.
Value of tropical rainforests to people and the environment.
Strategies used to manage the rainforest sustainably – selective logging and
replanting, conservation and education, ecotourism and international
agreements about the use of tropical hardwoods, debt reduction.
3.1.2.3 Hot deserts
Key idea Specification Content:
Hot desert ecosystems
have a range of
distinctive
characteristics.
The physical characteristics of a hot desert.
The interdependence of climate, water, soils, plants, animals and people.
How plants and animals adapt to the physical conditions.
Issues related to biodiversity.
Development of hot
desert environments
creates opportunities
and challenges.
A case study (MOJAVE) of a hot desert to illustrate:
o development opportunities in hot desert environments: mineral
extraction, energy, farming, tourism
o Challenges of developing hot desert environments: extreme
temperatures, water supply, inaccessibility.
Areas on the fringe of
hot deserts are at risk
of desertification.
Causes of desertification – climate change, population growth, removal of fuel
wood, overgrazing, over-cultivation and soil erosion.
Strategies used to reduce the risk of desertification – water and soil
management, tree planting and use of appropriate technology.
3.1.3 Section C: Physical landscapes in the UK
In this section, students are required to study UK physical landscapes and TWO from Coastal
landscapes in the UK, River landscapes in the UK and Glacial landscapes in the UK. YOU HAVE
STUDIED COASTS AND RIVERS.
3.1.3.1 UK physical landscapes
Key idea Specification content
The UK has a range of
diverse landscapes.
An overview of the location of major upland/lowland areas and river systems.
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3.1.3.2 Coastal landscapes in the UK
Key idea Specification Content:
The coast is shaped by
a number of physical
processes.
Wave types and characteristics.
Coastal processes:
o weathering processes – mechanical, chemical
o mass movement – sliding, slumping and rock falls
o erosion – hydraulic power, abrasion and attrition
o transportation – longshore drift
o deposition – why sediment is deposited in coastal areas.
Distinctive coastal
landforms are the
result of rock type,
structure and physical
processes.
How geological structure and rock type influence coastal forms.
Characteristics and formation of landforms resulting from erosion – headlands
and bays, cliffs and wave cut platforms, caves, arches and stacks.
Characteristics and formation of landforms resulting from deposition –
beaches, sand dunes, spits and bars.
An example (HOLDERNESS) of a section of coastline in the UK to identify its
major landforms of erosion and deposition.
Different management
strategies can be used
to protect coastlines
from the effects of
physical processes.
The costs and benefits of the following management strategies:
o hard engineering – sea walls, rock armour, gabions and groynes
o soft engineering – beach nourishment, reprofiling, dune regeneration
o managed retreat – coastal realignment.
An example (HOLDERNESS) of a coastal management scheme in the UK to
show:
o the reasons for management
o the management strategy
o the resulting effects and conflicts.
3.1.3.3 River landscapes in the UK
Key idea Specification content
The shape of river
valleys changes as
rivers flow
downstream.
The long profile and changing cross profile of a river and its valley.
Fluvial processes:
o erosion – hydraulic action, abrasion, attrition, solution, vertical and
lateral erosion
o transportation – traction, saltation, suspension and solution
o deposition – why rivers deposit sediment.
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Key idea Specification content
Distinctive fluvial
landforms result from
different physical
processes.
Characteristics and formation of landforms resulting from erosion –
interlocking spurs, waterfalls and gorges.
Characteristics and formation of landforms resulting from erosion and
deposition – meanders and ox-bow lakes.
Characteristics and formation of landforms resulting from deposition – levées,
flood plains and estuaries.
An example (RIVER OUSE) of a river valley in the UK to identify its major
landforms of erosion and deposition.
Different management
strategies can be used
to protect river
landscapes from the
effects of flooding.
How physical and human factors affect the flood risk – precipitation, geology,
relief and land use.
The use of hydrographs to show the relationship between precipitation and
discharge.
The costs and benefits of the following management strategies:
o hard engineering – dams and reservoirs, straightening, embankments,
flood relief channels
o soft engineering – flood warnings and preparation, flood plain
zoning, planting trees and river restoration.
An example (YORK) of a flood management scheme in the UK to show:
o why the scheme was required
o the management strategy
o the social, economic and environmental issues.
Paper 2: Challenges in the human environment
3.2.1 Section A: Urban issues and challenges
Key idea Specification content
A growing percentage
of the world’s
population lives in
urban areas.
The global pattern of urban change.
Urban trends in different parts of the world including HICs and LICs.
Factors affecting the rate of urbanisation – migration (push–pull theory),
natural increase.
The emergence of megacities.
Urban growth creates
opportunities and
A case study (MUMBAI/LAGOS) of a major city in an LIC or NEE to illustrate:
o the location and importance of the city, regionally, nationally and
internationally
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Key idea Specification content
challenges for cities
in LICs and NEEs.
o causes of growth: natural increase and migration
o how urban growth has created opportunities:
1. social: access to services – health and education; access to
resources – water supply, energy
2. economic: how urban industrial areas can be a stimulus for economic
development
how urban growth has created challenges:
o managing urban growth – slums, squatter settlements
o providing clean water, sanitation systems and energy
o providing access to services – health and education
o reducing unemployment and crime
o managing environmental issues – waste disposal, air and water
pollution, traffic congestion.
An example of how urban planning is improving the quality of life for the
urban poor.
Urban change in cities
in the UK leads to a
variety of social,
economic and
environmental
opportunities and
challenges.
Overview of the distribution of population and the major cities in the UK.
A case study (LEEDS) of a major city in the UK to illustrate:
o the location and importance of the city in the UK and the wider world
o impacts of national and international migration on the growth and
character of the city
o how urban change has created opportunities:
1. social and economic: cultural mix, recreation and entertainment,
employment, integrated transport systems
2. environmental: urban greening
o how urban change has created challenges:
1. social and economic urban deprivation, inequalities in housing,
education, health and employment
2. environmental: dereliction, building on brownfield and greenfield
sites, waste disposal
3. the impact of urban sprawl on the rural–urban fringe, and the
growth of commuter settlements.
An example (LEEDS RIVERSIDE) of an urban regeneration project to show:
o reasons why the area needed regeneration
o the main features of the project.
Urban sustainability
requires management
Features of sustainable urban living: THE GREENHOUSE DEVELOPMENT, LEEDS
water and energy conservation
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Key idea Specification content
of resources and
transport.
waste recycling
creating green space.
How urban transport strategies are used to reduce traffic congestion.
3.2.2 Section B: The changing economic world
In this section, students are required to study all the themes.
Key idea Specification content
There are global
variations in economic
development and
quality of life.
Different ways of classifying parts of the world according to their level of
economic development and quality of life.
Different economic and social measures of development: gross national
income (GNI) per head, birth and death rates, infant mortality, life
expectancy, people per doctor, literacy rates, access to safe water, Human
Development Index (HDI).
Limitations of economic and social measures.
Link between stages of the Demographic Transition Model and the level of
development.
Causes of uneven development: physical, economic and historical.
Consequences of uneven development: disparities in wealth and health,
international migration.
Various strategies exist
for reducing the global
development gap.
An overview of the strategies used to reduce the development gap:
investment, industrial development and tourism, aid, using intermediate
technology, fairtrade, debt relief, microfinance loans.
An example (JAMAICA) of how the growth of tourism in an LIC or NEE
helps to reduce the development gap.
Some LICs and NEEs are
experiencing rapid
economic development
which leads to
significant social,
environmental and
cultural change.
A case study of one LIC or NEE to illustrate: INDIA
the location and importance of the country, regionally and globally
the wider political, social, cultural and environmental context within which
the country is placed
the changing industrial structure. The balance between different sectors of
the economy. How manufacturing industry can stimulate economic
development
the role of transnational corporations (TNCs) in relation to industrial
development. Advantages and disadvantages of TNC(s) to the host country
the changing political and trading relationships with the wider world
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Key idea Specification content
international aid: types of aid, impacts of aid on the receiving country
the environmental impacts of economic development
the effects of economic development on quality of life for the population.
Major changes in the
economy of the UK
have affected, and will
continue to affect,
employment patterns
and regional growth.
Economic futures in the UK:
o causes of economic change: de-industrialisation and decline of
traditional industrial base, globalisation and government policies
o moving towards a post-industrial economy: development of
information technology, service industries, finance, research, science
and business parks
o impacts of industry on the physical environment. An example of how
modern industrial development can be more environmentally
sustainable
o social and economic changes in the rural landscape in one area of
population growth and one area of population decline
o improvements and new developments in road and rail
infrastructure, port and airport capacity
o the north–south divide. Strategies used in an attempt to resolve
regional differences
o the place of the UK in the wider world. Links through trade, culture,
transport, and electronic communication. Economic and political
links: the European Union (EU) and Commonwealth.
3.2.3 Section C: The challenge of resource management
In this section, students are required to study Resource management and ONE from Food or Water
or Energy. YOU STUDY ENERGY.
3.2.3.1 Resource management
Key idea Specification content
Food, water and energy
are fundamental to
human development.
The significance of food, water and energy to economic and social well-
being.
An overview of global inequalities in the supply and consumption of
resources.
The changing demand
and provision of
resources in the UK
An overview of resources in relation to the UK.
Food:
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Key idea Specification content
create opportunities
and challenges.
o the growing demand for high-value food exports from low income
countries and all-year demand for seasonal food and organic
produce
o larger carbon footprints due to the increasing number of ‘food miles’
travelled, and moves towards local sourcing of food
o the trend towards agribusiness.
Water:
o the changing demand for water
o water quality and pollution management
o matching supply and demand – areas of deficit and surplus
o the need for transfer to maintain supplies.
Energy:
o the changing energy mix – reliance on fossil fuels, growing
significance of renewables
o reduced domestic supplies of coal, gas and oil
o economic and environmental issues associated with exploitation of
energy sources.
3.2.3.4 Energy
Key idea Specification content
Demand for energy
resources is rising
globally but supply can
be insecure, which may
lead to conflict.
Areas of surplus (security) and deficit (insecurity):
o global distribution of energy consumption and supply
o reasons for increasing energy consumption: economic development,
rising population, technology
o factors affecting energy supply: physical factors, cost of exploitation
and production, technology and political factors.
Impacts of energy insecurity – exploration of difficult and environmentally
sensitive areas, economic and environmental costs, food production,
industrial output, potential for conflict where demand exceeds supply.
Different strategies can
be used to increase
energy supply.
Overview of strategies to increase energy supply:
o renewable (biomass, wind, hydro, tidal, geothermal, wave and solar)
and non-renewable (fossil fuels and nuclear power) sources of
energy
o an example (FRACKING) to show how the extraction of a fossil fuel
has both advantages and disadvantages.
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Key idea Specification content
Moving towards a sustainable resource future:
o individual energy use and carbon footprints. Energy conservation:
designing homes, workplaces and transport for sustainability,
demand reduction, use of technology to increase efficiency in the
use of fossil fuels
o an example (INDIA/NEPAL) of a local renewable energy scheme in
an LIC or NEE to provide sustainable supplies of energy
3.3 Geographical applications (Please refer to pages 23 and 24 of the specification for further details.)
The Geographical applications unit is designed to be synoptic in that students will be required to draw
together knowledge, understanding and skills from the full course of study. It is an opportunity for students to
show their breadth of understanding and an evaluative appreciation of the interrelationships between
different aspects of geographical study.
3.3.1 Section A: Issue evaluation
This section contributes a critical thinking and problem-solving element to the assessment structure. The
assessment will provide students with the opportunity to demonstrate geographical skills and applied
knowledge and understanding by looking at a particular issue(s) derived from the specification using
secondary sources.
A resource booklet will be made available from the AQA twelve weeks before the date of the exam so that
students have the opportunity to work through the resources, enabling them to become familiar with the
material. Students will not be allowed to take the original resource booklet into the examination room but
will be issued with a clean copy in the exam. Sources could include maps at different scales, diagrams,
graphs, statistics, photographs, satellite images, sketches, extracts from published materials, and quotes
from different interest groups.
3.3.2 Section B: Fieldwork (Please refer to pages 24 and 25 of the specification for further details.)
Students undertake two geographical enquiries (rivers and urban) each of which include the use of
primary data, collected as part of their fieldwork. Students’ understanding of the enquiry process will be
assessed in the following two ways:
questions based on the use of fieldwork materials from an unfamiliar context
questions based on students’ individual enquiry work.
Students will be expected to:
o apply knowledge and understanding to interpret, analyse and evaluate information and issues related
to geographical enquiry
o select, adapt and use a variety of skills and techniques to investigate questions and issues and
communicate findings in relation to geographical enquiry.
3.4 Geographical skills (Please refer to pages 25 to 27 of the specification for further details.)
Students are required to develop and demonstrate a range of geographical skills, including cartographic,
graphical, numerical and statistical skills, throughout their study of the specification. Skills will be assessed in
all three written exams. Ordnance Survey (OS) maps or other map extracts may be used in any of the three
exams.
