Revision of GCSE Specifications Draft Proposals Geographyccea.org.uk/sites/.../gcse_draft.../Geography_Draft_Proposals_2016.pdf · GCSE Draft Proposals for Consultation_2016 2 Contents

GCSE Draft Proposals for Consultation_2016

Revision of GCSE Specifications

Draft Proposals

Geography


2

Contents

Introduction 3

Specification at a Glance 4

Subject Content for each Unit 5

Summary of Changes

18

Assessment 21

Progression from Key Stage 3 24

Progression to GCE 29

For Further Consideration 31

Support

Appendix 1: Guidance on Controlled Assessment

31

33


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Introduction

Awarding Bodies are revising their GCSE and GCE specifications to ensure that both

content and assessment continue to reflect the needs of learners and the society,

economy and environment in which they live and work.

The revision programme is now underway to review our GCSE and produce revised

specifications for first teaching from September 2017.

The new specification should provide opportunities for students to build upon the

knowledge, understanding and skills developed at Key Stage 3, and the relevant

requirements of the Northern Ireland Curriculum at Key Stage 4.

This document has been designed to provide you with an outline of our draft

proposals for the revised GCSE specification.

For further information on the revision of GCSE Specifications go to:

http://www.ccea.org.uk/the-revision/

http://www.ccea.org.uk/the-revision/


4

A Specification at a Glance

Content Assessment Weighting Availability

Unit 1: Understanding

Our Natural World

Unit themes:

Theme A: River

Environments (25%)

Theme B: Coastal

Environments (25%)

Theme C: Our Changing

Weather and Climate

(25%)

Theme D: The Restless

Earth (25%)

External written exam

1 hour 30 minutes

Four multi-part questions are set

with one on each theme. Candidates

answer all four questions.

Each question includes:

resource material which may take a variety of forms, for example statistical, pictorial and written text; and

some parts that require extended writing.

40%

Every

Summer

(beginning in

2018)

Unit 2: Living in Our

World

Unit themes:

Theme A: Population and

Migration (25%)

Theme B: Settlement

(25%)

Theme C: Contrasts in

World Development (25%)

Theme D: Managing Our

Resources (25%)

External written exam

1 hour 30 minutes

Four multi-part questions are set

with one on each theme. Candidates

answer all four questions.

Each question includes:

resource material which may take a variety of forms, for example statistical, pictorial and written text; and

some parts that require extended writing.

40%

Every

Summer

(beginning in

2018)

Unit 3: Fieldwork Report

Controlled Assessment

The candidate must complete a

report of approximately 1800 to

2000 words based on primary data

collection.

20%

Every

Summer

(beginning in

2018)

At least 40% of the assessment (based on unit weightings) must be taken at the end

of the course as terminal assessment.


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A. Subject Content for each Unit

We have divided the course into three units. A brief description of each unit is

provided below.

Unit 1: Understanding our Natural World

Content

Description

Theme A: River Environments (25%) 1.The Drainage Basin:

A Component of the Water Cycle 2. River Processes and Features

Students should be able to: demonstrate knowledge and understanding of the

components of the drainage basin and their interrelationships: - inputs: precipitation - stores: interception by vegetation - transfers: surface runoff / overland flow, - infiltration, through flow, percolation and - groundwater flow; and - outputs: river discharge;

identify and define characteristics of a drainage basin

(watershed, source, tributary, confluence and river mouth);

understand how gradient, depth, width, discharge

and load change along the long profile of the river and its valley;

demonstrate knowledge and understanding of the following processes; - erosion (attrition, abrasion / corrosion,

hydraulicaction and solution /corrosion); - transportation (solution, suspension, saltation and

traction); and - deposition;

explain (with references to place for illustration purposes only) the formation of the following river landforms using annotated cross-sectional diagrams of features: - waterfall - meander; and - levees;

interpret aerial photographs and OS maps to identify river features and land uses;


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3. Sustainable

Management of Rivers

understand the causes of flooding (physical and human) in the context of one case study from the British Isles (for example Somerset Levels 2014)

recognise the impacts of flooding upon:

people: loss of life, property and insurance cover; and

environment: pollution and wildlife; and

demonstrate knowledge of river management strategies: - hard engineering strategies: dams, levees / - embankments, flood walls, straightening and - deepening the river, and storage areas; and - soft engineering strategies: wash lands, land-use

zoning and afforestation;

investigate one case study of a river from outside the British Isles (for example Mississippi) and evaluate river management strategies used.


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Content

Description

Theme B: Coastal Environments (25%) 1. Coastal Processes

and Features 2. Sustainable

Management of Coasts

Students should be able to:

understand that the dynamic nature of the coast is due to the action of constructive and destructive waves;

demonstrate knowledge and understanding of the following processes: - erosion (corrasion / abrasion, attrition,

corrosion/solution and hydraulic pressure) - transportation (longshore drift); and - deposition;

explain the formation of the following landforms (with) references to places for illustration purposes only): - erosional landforms (wave cut platform, cave, - arch and stack); and - depositional landforms (spit including hooked spits);

interpret aerial photographs and OS maps to identify

coastal features and land uses;

recognise the need for coastal defences;

describe and evaluate the following coastal management strategies: - Hard Engineering (sea walls, groynes and gabions);

and - Soft Engineering (beach nourishment, managed

retreat); and

investigate one case study from the British Isles (for example Lyme Regis in Dorset), and evaluate the coastal management strategy used with reference to the principles of sustainable development.


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Content

Description

Theme C: Our Changing Weather and Climate (25%) 1. Measuring the

Elements of the Weather

2. Weather Systems

Affecting the British Isles


distinguish between weather and climate;

identify instruments used to measure elements of the weather:

- temperature (C): minimum and maximum thermometers;

- precipitation (mm): rain gauge; - wind direction (8 compass points): wind vane; - wind speed (knots): anemometer; - air pressure (mb): barometer; - cloud types; stratus, cumulus, nimbus,

cumulonimbus and cirrus; and - cloud cover: oktas;

describe sources of data used to create a weather forecast: - on land (land based stations); - in the air (satellites, drones); and - at sea (buoys)

know and understand the temperature and moisture characteristics of the following air masses affecting the British Isles and their seasonal variation: - tropical maritime; - tropical continental; - polar maritime; and - polar continental;

demonstrate (with reference to places for illustration purposes only) knowledge and understanding of: - the weather patterns and sequence of change

associated with a frontal depression as it moves across the British Isles (weather at the warm front, in the warm sector and at the cold

front); and - the weather patterns associated with anticyclones in

the British Isles during winter and summer;

interpret synoptic charts and satellite images and understand the limitations of forecasting (range and accuracy);


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3. The Impact of Extreme

Weather 4. The Causes and

Consequences of Climate Change

describe the effects of an extreme weather event on; - people; - property; - land;

Use a case study of one extreme weather event from outside the British Isles.

distinguish between the greenhouse effect and global warming;

evaluate the effects of climate change on the environment, society and economy using global references;

evaluate the sustainability of strategies to deal with climate change (with reference to places for illustration purposes only):

- strategies to cut the use of private cars; - international agreements, for example the Paris

Climate Change Agreement (2015),

describe and explain the challenges associated with securing international co-operation to deal with climate change.


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Content

Description

Theme D: The Restless Earth (25%) 1. Plate Tectonics

Theory

2. Basic Rock Types

3. Earthquakes: Can They Be Managed?


describe the structure of the earth (core, mantle and crust);

know that he Earth’s crust is made up of a number of plates and understand how convection currents cause plate movement;

demonstrate knowledge and understanding of the processes and landforms associated with plate margins: - constructive plate margin: mid-ocean ridges; - destructive plate margin: subduction zones and

ocean trench; - collision zones: fold mountains; and - conservative plate margins: fault lines;

understand the formation of the basic rock types and recognise their characteristics: - sedimentary: limestone and sandstone; - metamorphic: slate and marble; and - igneous: basalt and granite;

explain the formation of basalt columns, for example The Giant’s Causeway;

understand the global distribution and causes of earthquakes in relation to plate boundaries;

know and understand that there may be physical consequences of earthquakes: - liquefaction; and - tsunami; and

know and understand the causes and impacts of an earthquake and evaluate the management responses, using one case study: - identify the plates involved; - describe the short and long term impacts on

people and the environment; and - evaluate the management responses to the

earthquake, including prediction and / or precautions before the event and immediate and long term strategies implemented after the event.


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4. Volcanoes:

Characteristics and Consequences

describe the characteristics of: - shield volcanoes; - composite volcanoes; and - super volcanoes;

using a case study discuss the potential global impact of a supervolcano eruption, for example Yellowstone.


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Unit 2: Living in Our World

Content

Description

Theme A: Population and Migration (25%)

1. Population Growth, Change and Structure

2. Causes and Impacts of Migration


demonstrate knowledge and understanding of the Demographic Transition Model and its usefulness;

compare and contrast the population structure of an MEDC with an LEDC: - a population pyramid for an MEDC showing an

aged dependent population; and - a population pyramid for an LEDC showing a youth

dependent population;

assess the social and economic implications of aged and youth dependency;

know and understand the causes of migration relating to push and pull factors;

evaluate the positive and negative impacts of international migration using one case study of a country within the European Union: - numbers migrating, their origins and destination;

and - impacts on services and the economy.


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Content

Description

Theme B: Settlement (25%) 1. Settlement Site and

Hierarchy

2. Urban Regeneration in

MEDCs

3. Urbanisation in LEDCs


distinguish between the site (defensive, wet point site and bridging site) and location of a settlement;

demonstrate knowledge and understanding of settlement hierarchy (with reference to places for illustration purposes only): - population size; - high and low order; - sphere of influence; and - threshold;

demonstrate knowledge and understanding of the characteristics and location of land-use zones in MEDC cities (with reference to places for illustrating purposes only): - Central business district (CBD); - Inner city; - Suburban residential; - Industrial zones; and - the rural-urban fringe;

interpret aerial photographs and maps, including OS maps, to identify: - site characteristics; - position in hierarchy; and - land-use zones for a range of settlements;

use one case study of an MEDC city to demonstrate knowledge and understanding of one urban planning scheme that aims to regenerate and improve the inner city zone in terms of: - housing; - employment opportunities; and - the environment;

assess the extent to which this urban planning scheme is sustainable;

describe and explain the growth, location and

characteristics of shanty town areas, using one case study of an LEDC city.


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Content

Description

Theme C: Contrasts in World Development (25%) 1. The Development Gap

2. Sustainable Solutions

to Deal With the Problems of Unequal Development

3. The Problems of

Globalisation


identify and describe differences in development between MEDCs and LEDCs using social and economic indicators(with general reference to places for illustration purposes only);

assess the effectiveness of social and economic indicators of development in relation to quality of life using the Human Development Index (HDI);

know and understand the factors that hinder development in LEDCs (with reference to places for illustration purposes only): - historical factors; - environmental factors; - dependence on primary activities; - debt; and - politics;

describe how any three of the 2030 Development Sustainable Goals (Global Goals) are attempting to reduce the development gap.

define appropriate technology;

describe and evaluate the success of one appropriate technology product e.g. solar cooker or hippo roller;

understand fair trade and the advantages it brings to LEDCs (with reference to places for illustration purposes only);

understand the meaning of the term globalisation;

describe and explain how globalisation influences the life cycle of a global product e.g. Nike;

know and understand how globalisation both helps and hinders development with reference to one case study from a BRICS country.


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Content

Description

Theme D: Managing our Resources (25%) 1. The Impact of

Increasing Demand of Resources in NICs

2. Strategies to Manage

our Resources

3. Sustainable Tourism

to Preserve the Environment


demonstrate an understanding of the human impact on the environment in terms of carbon footprints;

explain the increasing demand for resources in NICs;

describe the impact this demand can have upon the environment: - Landfill; - Exhaustion of natural resources;

describe the waste hierarchy and the concept of ‘reduce, reuse and recycle’;

evaluate the benefits and problems of one renewable energy source as a sustainable solution;

evaluate the positive and negative impacts of mass tourism (with reference to places for illustration purposes only): - Cultural; - Economic; and - Environmental;

understand how to be a responsible tourist;

describe and explain eco-tourism;

assess how ecotourism can protect the environment with reference to a case study;

contrast how poorly managed ecotourism can damage the environment with reference to a different case study.


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Unit 3: Fieldwork Report

Content

Description

Content

Description

Controlled Assessment

The controlled assessment requires candidates to complete

a report based on primary data collection.

Candidates are required to submit an extended piece of

work produced under controlled conditions.

Centres will be required to choose one task from six options

provided by CCEA that will change each year.

We replace the controlled assessment tasks every year to

ensure that they continue to set an appropriate challenge

and remain valid, reliable and stimulating.

Each task is only available for one assessment opportunity.

The tasks will be released two years before the date of

submission.

The fieldwork report must be approximately 1800 to 2000

words. It is worth 20% of the GCSE.

Please refer to Appendix 1 for further guidance on the

Controlled Assessment.


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Report Development Maximum marks

per task

Candidates should be assessed on their ability to complete a written

report following the sequence outlined below:

(a) Introduction:

the overall aim of the investigation and its theoretical context based on the learning outcomes stated in the specification;

spatial context, to include: - one regional map showing the location of the investigation in the

NI context; and/or - an OS map of the location of the data collection using GIS;

a list of objectives or hypotheses to be tested; and

methods of data collection described.

15

(b) Data presentation:

appropriate tables, graphs, annotated maps, photographs, overlays etc..

10

(c) Data analysis:

a description of the patterns and/or relationships in the data presented.

10

(d) Interpretation:

concise and valid explanations of the information collected in the fieldwork, supported by evidence and theory.

15

(e) Conclusions:

summary statements about the outcomes of testing the hypotheses.

5

(f) Evaluation:

advantages and disadvantages of the methods used to carry out the investigation;

further improvements to the investigation; and

evaluation of the conclusions.

10

QWC 5

Total Marks 70


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B. Summary of Changes

What’s new at a Glance

Unit 1: Understanding our Natural World The 'Dynamic Landscape' theme has been separated into two sections 'River environments' and 'Coastal environments' to increase clarity. River Environments

In the rivers section floodplains have been replaced with levees. Coastal Environments

In the coasts section the landforms 'cliff' and 'beach' have been removed.

Identifying human activity in the coastal zone has been removed.

Students now evaluate coastal management strategies - hard and soft engineering.

Our Changing Weather and Climate

The impact of extreme weather with a case study from outside the British Isles has been added.

The Restless Earth

Supervolcanoes has been added with students needing to know the characteristics of different volcano types and the potential impact of a supervolcano eruption.

Unit 2: Living in Our World 'Population Growth Change and Structure' has been separated into two themes 'Population and Migration' and 'Settlement'.

Population and Migration

Students will now study the Demographic Transition Model and its usefulness.

Use of GIS is no longer specified however, we encourage the use of GIS in this topic. This provides more flexibility for schools.

Settlement

The function of settlements is no longer required.

The term 'sphere of influence' replaces 'range'. Contrasts in World Development

The 2030 sustainable development goals will be studied.

Globalisation has been extended to ensure understanding. Students will examine the life cycle of a global product and use a case study from a BRICS country (Brazil, Russia, India, China, South Africa).


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Managing our Resources

Focus is on the impact an increased demand for resources in NICs can have on the environment.

There is now more focus on mass tourism and ecotourism.

Case studies on successful and poorly managed ecotourism projects are required. Unit 3: Fieldwork Report Only minor changes have been made to the controlled assessment. The allocation of marks for the introduction, analysis, conclusion and QWC have been altered slightly. The overall weighting reduced to 20% of the GCSE.


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What will remain from the current Specification

Unit 1: Understanding our Natural World

River Environments

In the Rivers section most content is unchanged. Drainage basins, river processes and sustainable management remain the key areas of study.

Coastal Environments

In the Coasts section most content is unchanged. Coastal processes and sustainable management of coasts remain the key areas of study.

Our Changing Weather and Climate

Students will continue to study weather instruments and some sources of weather data.

Weather systems affecting the British Isles will remain.

The effects of climate change will remain and some strategies on how to deal with it.

The Restless Earth

Tectonic theory, basic rock types and how earthquakes are managed will remain largely unchanged.

Unit 2: Living in Our World

Population and Migration

Population structure (pyramids) remains unchanged and migration is still studied. Settlement

Settlement site and hierarchy are largely unchanged.

Students will still study a case study on urban planning in the inner city. Contrasts in World Development

Social and economic indicators of development and the factors that hinder development are unchanged.

Managing our Resources

Carbon footprints, renewable energy and sustainable tourism have only minor alterations.


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C. Assessment

External Assessment:

Number of Papers

There will be two papers: Paper 1 will examine four themes in relation to Understanding our Natural World. Paper 2 will examine four themes in relation to Living in our World. This is a unitised specification. This means that candidates have the opportunity to sit Unit 1 or Unit 2 in the first year of teaching.

Types of Questions

Candidates will answer one question on each theme. Candidates answer all four questions. Each question will include resource material which may take a variety of forms, for example statistical, pictorial and written text; and some parts that require extended writing. High order and low order questions will be asked to challenge candidates of all abilities. These questions will include open, closed, recall and process questions. There will also be questions based on resources and ordnance survey maps.

Length / Time

Each paper will last 1 hour 30 minutes.

Weighting

Unit 1: 40% Unit 2: 40% (Note - this is a change from the current specification.)

Additional Information / Description

There will no longer be a Foundation and Higher Tier paper. Only one paper will be available for each unit which encompasses Grades A* to G.


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Internal Assessment:

Tasks

Controlled assessment is outlined in the form of a geographical investigation supported by fieldwork. Candidates are required to produce a fieldwork report of approximately 1800 to 2000 words based on primary data collection under controlled conditions. Centres will be required to choose one task from six options provided by CCEA (one from each theme) that will change each year. The controlled assessment tasks will be replaced every year to ensure that they continue to set an appropriate challenge and remain valid, reliable and stimulating. Each task is only available for one assessment opportunity. The tasks will be released two years before the date of submission.

Skills Assessed

The following skills are assessed through controlled assessment in the context of fieldwork:

identifying, analysing and evaluating geographical questions and issues;

establishing appropriate sequences of investigation incorporating geographical skills, including enquiry skills;

extracting and interpreting information from a range of different sources, including field observations, maps (including an OS map of the study area obtained from a digital source) drawings, photographs (ground, aerial and satellite imagery), diagrams and tables; and

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

In addition, elements of these skills may be assessed externally. Candidates should be given opportunity to:

contribute to the planning of the investigation;

obtain appropriate information by collecting primary and secondary data;

process and present their findings; and

discuss their results in a form that relates to the original topic.


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Level of Control

Level of control for task setting: high. (CCEA set the task.) Level of control for task taking: low and high. (The level of control for research and data collection is limited. The level of control for analysis and evaluation of findings is high.) Level of control for task marking: medium. (Teachers mark the controlled assessment task using the mark scheme CCEA provide.)

Weighting

20% of the GCSE grade

Old

Proposed New

Introduction

10 marks 15 marks

Data presentation

10 marks 10 marks

Data analysis

15 marks 10 marks

Interpretation

15 marks

including QWC 15 marks

Conclusions

10 marks 5 marks

Evaluation

10 marks 10 marks

QWC

- 5 marks

Changes to marks awarded to each section reflect teacher feedback.


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D. Progression from Key Stage 3

Cross Curricular Skills at Key Stage 4

There are a wide range of opportunities for learners to develop their Cross-Curricular

Skills within this specification, reflecting a natural progression in complexity from

KS 3. The majority of the KS 4 Cross-Curricular Skills can be addressed through

GCSE Geography. Some possible routes are listed below.

Communication

Communicating meaning, feelings and viewpoints in a logical and coherent manner,

for example describe the impacts of flooding / earthquake event from a range of

viewpoints; present a report outlining a strategy to reduce the development gap;

Making oral and written summaries, reports and presentations, which take into

account audience and purpose, for example controlled assessment fieldwork report;

oral presentation on a coastal management strategy; case study summary of the

impact of migration into the European Union.

Participating in discussions, debates and interviews, for example pre-fieldwork

discussions; debate the challenge of securing international co-operation to deal with

climate change; role play ‘interviews’ with residents of shanty towns regarding

conditions.

Interpreting, analysing and presenting information in oral, written and ICT formats,

for example Fieldwork Report; analysing aerial photographs of coastal landforms;

‘hot seating’ the manager of an eco tourism project.

Exploring and responding, both imaginatively and critically, to a variety of texts, for

example interpretation of climate graphs; ‘point of view’ report to evaluate the

success of an appropriate technology project; Fieldwork Report.


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Using Mathematics

Using mathematical language and notation with confidence, for example annotated

cross section diagrams of a river'; description of population pyramids; fieldwork

graphs and analysis.

Selecting and applying mathematical concepts and problem-solving strategies in a

range of simulated and real life contexts; selecting appropriate graphs to present

fieldwork data; use the logarithmic Richter scale to describe the impact of an

earthquake.

Interpreting and analysing a wide range of mathematical data, for example Fieldwork

analysis and interpretation; interpreting rainfall graphs to discern the causes of

flooding; connect population growth statistics and the increasing demand for

resources.

Presenting mathematical data in a variety of formats which take account of audience

and purpose, for example Fieldwork Report; OS measurements at a range of scales;

proportional arrow maps to represent air masses; population pyramids.

Using ICT

Students should be enabled to make effective use of information and

communications technology in a wide range of contexts to access, manage, select

and present information, including mathematical information. For example, research

background information for Fieldwork Report; view satellite weather maps to identify

systems; interrogate databases (e.g. CIA World Factbook to assess levels of

development); managing data collected on fieldwork; appropriate map / graph

methods selected to present fieldwork data.


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Thinking Skills and Personal Capabilities at Key Stage 4

Geography at GCSE enables a smooth progression of skills from KS 3 to KS 4. This

is facilitated through the six externally assessed units and, in particular within the

Controlled Assessment module.

Self-Management

A high level of self-organisation is required for success at GCSE Geography

including organising notes, completing case studies and assessment tasks.

Learners should be encouraged to review and set targets for improvement following

all assessments carried out over the two years of study. Evaluation of performance

is addressed explicitly in the final section of the Controlled Assessment.

Working with Others

Learners can work collaboratively to research and create case study notes, for

example the management of an earthquake or the role of globalisation in an LEDC.

Learners are encouraged to work collaboratively to plan and gather data for their

Fieldwork Report.

Problem Solving

A wide range of opportunities to develop Problem Solving skills exist within the

specification, for example interpret aerial photographs to identify river features;

evaluate the costs and benefits of hard and soft engineering; select suitable routes to

solve / respond to climate change or strategies to improve the inner city.


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Progression from Relevant Areas of Learning

The content of GCSE Geography builds on the knowledge and skills taught at KS 3 as follows: Environment and Society – Geography

Pupils should, in a range of contexts, be able to:

develop geographical skills to interpret spatial patterns including atlas and map-work skills;

develop enquiry and fieldwork skills:

questioning, planning, collecting, recording, presenting, analysing, interpreting

information and drawing conclusions relating to a range of primary and secondary sources;

develop critical and creative thinking skills to solve geographical problems and make informed decisions;

develop a sense of place through the study of:

- a range of local, national, European and global contexts;

- contrasting physical and human environments;

- issues of topical significance physical processes of landscape development;

the interrelationships between physical and human environments;

the dynamic nature of physical and human environments;

the ways in which places are inter-dependent; and

the need for social, economic and environmental change to be sustainable.


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Relevance of Learning to Everyday Life and Work

GCSE Geography is relevant to everyday life and work, through the topics it

addresses and the skills it develops.

Learners who successfully complete the course will be enabled to transfer their skills

to further study or directly to the workplace. They will be:

well organized;

able to work individually and collaboratively;

able to analyse text, images and mathematical information and to draw a range

of conclusions from these; and

in a position to evaluate their own work and the decisions made by others and

suggest alternatives.

The topics covered by GCSE Geography are designed to enable the learner to meet

the challenges of the society they are living in and directly address key global issues.

For example, within Unit 1 pupils study, the sustainable management of rivers and

coasts, the causes and consequences of climate change and the management of

earthquakes. Within Unit 2 pupils study, the impacts of migration, the issue of shanty

towns, the problems with unequal development and the management of resources.


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E. Progression to GCE

Opportunities for Progression to GCE

At AS, students will have an:

1. understanding of the drainage basin is an open system - highlighting inputs,

outputs, stores and transfers;

2. understanding of the four main processes of erosion and transportation;

3. understanding the formation of a meander;

4. understanding of various river management techniques and why they are

needed to manage river channels;

5. understanding of the formation of low and pressured weather systems and their

associated weather patterns;

6. ability to read and interpret isobar patterns, weather maps, satellite imagery and

weather symbols;

7. understanding of the differences between MEDCs and LEDCs;

8. ability to interpret development indicators when deciding how developed a

country is;

9. understanding of how and why birth and death rates change over time as the

new specification will include the demographic transition model;

10. awareness of globalisation and the advantages and disadvantages it brings;

11. understanding of landuse changes according to the Burgess Model and the

characteristics associated with the CBD, Inner city, Suburbs and Rural/Urban

Fringe;

12. understanding of the concepts of urbanisation and counterurbanisation; and

13. opportunity to study a regeneration project within an Inner city area e.g. Titanic

Quarter. This can improve their awareness of social and economic deprivation

and gentrification which is covered at GCE level.

At GCSE pupils become familiar with case studies and their related factual detail.

This can be considered an initial step towards case study questions completed at

A level. Pupils at GCSE also will have the opportunity to complete a fieldwork

investigation. This will introduce them to the terms analysis, interpretation,

evaluation, conclusions and enable them to develop data collecting skills. Therefore


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pupils will find Section A of the AS Physical Geography examination a manageable

step up from their GCSE course

At A level, students will have an:

1. understanding of the role of convection currents in the movement of crustal

plates;

2. understanding of the formation of key tectonic features at constructive,

destructive, collision and conservative plate boundaries;

3. understanding of the impacts earthquakes can have upon people, economy and

the environment;

4. opportunity to study constructive and destructive waves, coastal erosion and

transportation;

5. understanding of the formation of headlands, stacks, beaches and spits;

6. awareness of how climate change is affecting our local and global environment;

7. understanding of coastal management strategies and an ability to evaluate their

effectiveness;

8. understanding of push and pull factors which encourage migration streams and

the impacts this has upon the economy and service provision; and

9. understanding of traffic management techniques employed in inner city

locations.

Overall, there are many aspects of the new proposed GCSE specification which will

prepare pupils for A level. For those topics that are addressed in more detail, the

GCSE specification provides the background knowledge providing a foundation for

further study at AS and A2 level. There are many topics that will be new to students

studying A level Geography, allowing the subject to remain interesting and engaging.


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G For Further Consideration

Alternative Proposal - Fieldwork Paper

Another option under consideration is to replace the controlled assessment with a

fieldwork paper like that at GCE level. This would mean students carrying out

fieldwork to collect data and analyse it in class but rather than submitting a fieldwork

report they sit an examination paper to question them on their findings. This paper

would last one hour and be worth 20% of the overall GCSE grade.

H Support

The range of support provided by CCEA includes:

Past papers;

Mark schemes;

Chief Examiner’s report;

Principal Moderator’s report;

Guidance on progression from Key Stage 3;

Schemes of work;

Centre support visits;

Support days for teachers;

Agreement trials;

Controlled assessment guidance for teachers and candidates;

Resource list; and

Exemplification of examination performance.


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Appendix 1: Guidance on Controlled Assessment

Task Taking

(a) Data Collection and Introduction of the Fieldwork

The level of control for this part of task taking is limited.

Areas of

Control

Detail of Control

Authenticity Candidates can carry out all work under limited supervision.

Teachers must be able to authenticate their work and must ensure

that candidates acknowledge and reference any sources they use.

Feedback Teachers can provide guidance to candidates on the following

aspects:

the focus of the investigation;

the relevance of materials and/or concepts;

the structure of the report (section titles and content);

techniques of data collection;

techniques of data presentation;

skills of analysis and evaluation; and

Health and safety issues.

Teachers must guide and supervise candidates in relation to the

following:

monitoring progress;

preventing plagiarism;

ensuring compliance with health and safety requirements;

ensuring work is completed in accordance with the

specification requirements; and

ensuring work can be assessed in accordance with the procedures

and marking criteria.

Candidates should reach their own conclusions.


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Areas of

Control

Detail of Control

Time Limit The task is likely to take approximately 20% of the teaching time for

GCSE Geography.

Candidates must collect primary data for the purpose of the task.

They may spend up to six hours on this stage.

They may use up to eight hours to prepare and write up the:

introduction and methodology; and

data processing and presentation.

There is a word guidance of 700 words for this part of the

investigation.

Collaboration The work of individual candidates may be informed by working with

others, but each candidate must provide an individual response.

Where work is undertaken within a group, or is teacher-directed,

candidates must indicate their individual contribution.

Resources Candidates should have access to relevant primary and secondary

sources and may make use of any further resources available in the

centre, including the internet, to inform their research. They must

keep a detailed record of all the primary and secondary sources

(including websites) they use.

They should include evidence of their individual planning and data

collection as an appendix to their final report.


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(b) Analysis and Evaluation of Findings

The level of control for this part of task taking is high.

Areas of Control Detail of Control

Authenticity Candidates must complete their final report under formal

supervision. Teachers must be able to authenticate the work and

must ensure that candidates acknowledge and reference any

sources used.

At the end of the controlled assessment the teacher or

invigilator must collect in all work, including the final piece of

work for assessment.

Feedback Teachers must guide and supervise candidates in relation to the

following:

ensuring work is completed in accordance with the

specification requirements; and

ensuring work can be assessed in accordance with the

procedures and marking criteria.

Candidates should reach their own conclusions.

Teachers must not advise candidates in the analysis and

evaluation of their findings or during the writing of the final report.

Time Limit/

Word Limit

Candidates must produce a report of approximately 1800 to

2000 words (including their introduction, methodology, data

processing and data presentation).

They must write up the final four sections of their report within a

six hour time frame under a high level of control:

analysis of the results;


35


interpretation of the results;

conclusions; and

evaluation.

There is a recommended word guidance of 1100 words for this

phase of the investigation.

Collaboration While writing up their response, candidates must work

independently and complete all work under the formal

supervision of a teacher or invigilator. Candidates must not

communicate with each other during this phase.

Any assistance they receive during this phase must be recorded

on the Candidate Record Sheet.

Resources Candidates are not permitted to introduce pre-prepared materials

into this phase of the assessment. Candidates will have access

to their introduction, methodology, raw data, data presentation

and research. Written guidance on the completion of analysis,

interpretation, conclusions and evaluation sections is not

allowed.

The teacher or invigilator must collect all materials at the end of

each session and return them to candidates at the beginning of

the next session, ensuring that they bring no new materials into

the classroom once this phase has started. Candidates must not

have access to secondary sources or the internet while they are

writing up the final four sections of their report.

Candidate work may be hand-written or prepared using ICT.

Candidates using laptops or PCs to write the final four sections

of their report cannot have access to the internet, email or

removable storage devices.


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If the analysis and evaluation stage is divided into a number of

shorter sessions, centres must ensure that work is saved

securely to ensure that candidates cannot amend or add to the

saved material between sessions.

Candidates may use the spell check and grammar facility on a

computer.

Documents

Revision of GCSE Specifications Draft Proposals Geographyccea.org.uk/sites/.../gcse_draft.../Geography_Draft_Proposals_2016.pdf · GCSE Draft Proposals for Consultation_2016 2 Contents