WJEC B GCSE Geography Specification 2012 - 2014

GCSE GEOGRAPHY B 1

Contents

WJEC GCSE in GEOGRAPHY B

For Teaching from 2012 For Award from 2014

Page

Summary of Assessment 2 Introduction 3 Specification Content 7

Scheme of Assessment 24 Awarding, Reporting and Re-sitting 28

Administration of Controlled Assessment 29 Grade Descriptions 40

The Wider Curriculum 42

GCSE GEOGRAPHY B 2

SUMMARY OF ASSESSMENT

GEOGRAPHY B

SUMMARY OF ASSESSMENT

Unit 1: Challenges and Interactions in Geography (30%) Written Paper: 1 hour (F/H) *66 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) *94 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: Fieldwork Enquiry (25%) Controlled Assessment 50 marks (50 UMS)

An enquiry based on fieldwork.

*This total includes additional marks for spelling, punctuation and the accurate use of grammar.

AVAILABILITY OF ASSESSMENT AND CERTIFICATION

Entry Code From

June 2014 Subject Option*

Unit 1 4241 01 or W1 (F)

4241 02 or W2 (H)

Unit 2 4242 01 or W1 (F)

4242 02 or W2 (H)

Unit 3 4243 01 or W1

Subject Award 4240 LA or UL

* Option Codes English Medium 01, Welsh Medium W1 - for units

English Medium LA, Welsh Medium UL - for subject award

Qualification Accreditation Number: 600/6081/5

This is a linear specification: all assessments must be taken at the end of the course.

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GEOGRAPHY B

1 INTRODUCTION

1.1 Rationale

This specification builds upon the approaches and strategies of the current GCSE Geography B (final assessment 2013). It complies with all relevant regulatory documents. The specification builds upon the key concepts and skills prescribed in the key stage 3 programme of study for candidates in Wales, England and Northern Ireland. The objective of the qualification is to prepare candidates to progress to GCE Geography or, indeed, to other GCEs with a humanities or social science focus such as GCE World Development or to GCEs with an earth science focus such as GCE Environmental Science. Within the framework of the statutory criteria and the requirements for progression and cross-curricular opportunities (Section 7), the distinctive rationale for this specification is one of geographical enquiry. Each key idea focuses on geographical issues and candidates should be encouraged to take an investigative approach to each of them. Each of the three units focuses on the relationships between people and environments and the need for careful management of both human and physical systems. Furthermore, the specification places a distinctive focus on candidates understanding that different viewpoints, values and attitudes are held on many geographical issues by a variety of stakeholders. One further distinctive feature of the specification is the opportunity for candidates to develop and refine their problem solving and decision making skills, skills that are assessed through external assessment. By the age of 14+ learners in England 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. Learners will have developed their understanding of key geographical concepts including:

• place; • space; • scale; • interdependence; • physical and human processes; • environmental interaction and sustainable development; • physical and human processes; • cultural understanding and diversity.

GCSE GEOGRAPHY B 4

During the key stage 3 programme of study, learners in Wales will have been given opportunities to:

• locate places, environments and patterns; • understand places, environments and processes; • develop their geographical skills, knowledge and understanding through learning

about places, environments and issues at a range of scales in selected locations within Wales, the European Union and the wider world;

• conduct geographical investigations; • develop opinions, assess bias and communicate findings.

The specification builds upon the key stage 3 programme of study for learners in England and Wales 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 candidates appreciate the relevance of the subject, to their own world and to the fast changing world around them;

• develop a personal interest in why geography matters; • develop their responsibilities as global citizens and recognise how they can play

an important part in sustainable development; • include a wide range of opportunities 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 candidates in Wales an opportunity to develop their learning as part of the

Intermediate Welsh Baccalaureate qualification.

1.2 Aims and Learning Outcomes

Following a course in GCSE Geography B should encourage candidates 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 candidates 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;

GCSE GEOGRAPHY B 5

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: Access Arrangements, Reasonable Adjustments and Special Consideration. 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.

http://www.jcq.org.uk/

GCSE GEOGRAPHY B 6

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.

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2 SPECIFICATION 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 geographical enquiry

throughout the teaching and learning programme. The specification provides

coverage of physical, environmental and human aspects of the subject and the

linkages that exist between them.

The specification consists of three themes:

Theme 1: Challenges of Living in a Built Environment Theme 2: Physical Processes & Relationships between People and Environments Theme 3: Uneven Development and Sustainable Environments

The three themes are shown in detail on pages 14-23. 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 Depth of Coverage

Case Studies

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.

This column describes 18 illustrative case studies. The extended writing in Unit 1 and Unit 2A will be based on these case studies.

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Case studies

This specification outlines 18 generic case studies that illustrate the relevance of geographical studies to the candidates’ lives and to the real world. Candidates must engage with these case studies in order to be prepared for the extended writing at the end of each question in Unit 1 and Unit 2A.

The generic case studies cover a range of physical and human processes, including those that relate people to the environment. These case studies also cover a range of scales, as described in the table below. Each case study has been numbered to match details in the specification (pages 14-23). This numbering does not imply a chronological order: teachers should introduce case studies at natural points within their own scheme of work. In the table below, for example, case study 1 covers human processes at local and regional scales. Case study 7 covers physical processes and the relationship between people and environments at local and regional scales.

Scale

Physical geography < < < < < < > > > > > > Human geography

Physical processes Relationships between people and

environments

Human processes

Local

Regional

National

International

6

7

1 15

2

3

4

5

9

10

12

11

13

18

16

17

14

16

8

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Teachers have the opportunity to contextualise these case studies using whatever resources are available. Spatial contexts should be drawn from a range of locations selected from the UK, other parts of Europe and other continents, including places at different levels of development. The case studies should be selected to synthesise geographical understanding and demonstrate place related relationships and interdependence. The depth of coverage column outlines the requirement for coverage of the Key Ideas within each Theme. To ensure that centres create schemes of work wholly appropriate to the study of this specification, each centre is advised to complete a matrix, for each theme, demonstrating spatial coverage. This will assist the department in devising appropriate schemes of work.

Research and ICT opportunities The specification provides numerous opportunities for candidates to be actively engaged in the process of geography, to develop as effective and independent learners, and as critical and reflective thinkers with enquiring minds. The following table provides guidance on how each theme may be delivered in order to provide opportunities for out-of-classroom learning or the use of appropriate research and ICT technologies. Theme Opportunities for out-of-classroom

learning Research and ICT opportunities

1 Visit a local out-of-town retail park, neighbourhood shopping centre or CBD. Map retail land uses in these different retail areas. Involve local residents and local planning officers and developers in planning issues relevant to your local area

Use Goad maps to explore retail patterns within the CBD. Research patterns of housing and access to housing using the 2011 census: http://neighbourhood.statistics.gov.uk/ Research the distribution of house prices using a commercial GIS: www.rightmove.co.uk Use Google Earth to encourage a sense of place when investigating planning issues beyond the local area.

2 Use fieldwork to examine the structure and components of a small scale ecosystem such as a woodland or sand dune. Use digital cameras to photograph landform features. Annotate these photos later to explain the processes responsible for these landforms.

Use video / news reports on the internet to research a case study of an extreme weather event such as a hurricane or heatwave / drought. Use data logging equipment to record discharge rates in a stream, temperatures in a micro-climate study or soil moisture in an ecosystem study.

3 Visit a honeypot tourist site and record ways in which visitors are managed. Visit a local shopping centre and record examples of independent and MNC businesses to determine how globalisation has affected the local economy.

Use interactive maps and graphs available on the internet to research indicators of development. Use www.gapminder.org and www.worldmapper.org to research patterns of development; identify trends in development; and predict alternate geographical futures.

http://neighbourhood.statistics.gov.uk/

http://www.rightmove.co.uk/

http://www.gapminder.org/

http://www.worldmapper.org/

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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.

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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. See Section 7, The Wider Curriculum (page 48). Geography is an ideal subject in which candidates 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: (i) use of Geographical Information Systems (GIS) e.g. analysis of house price

patterns on an estate agent's website during a quality of life enquiry; (ii) communicating information e.g. word processing and using a computer to

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

to analyse fieldwork results;

(iv) 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;

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

using a live weather satellite image.

It should be noted that these skills are not necessarily discrete, and a combination could be used within the context of one activity.

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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. 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.

GCSE GEOGRAPHY B 13

BLANK PAGE

GCSE GEOGRAPHY B 14 THEME 1: CHALLENGES OF LIVING IN A BUILT ENVIRONMENT

Key Ideas Key Questions Depth of coverage Case studies

1. Variation in quality of life and access to housing.

1.1 What is housing tenure? 1.2 What opportunities and constraints

determine access to housing? 1.3 How and why do these opportunities and

constraints lead to patterns in housing? 1.4 How do quality of life and standards of

living vary in urban areas? 1.5 What issues arise from these

inequalities?

The concepts of tenure, formal and informal housing, and socio-economic group. Factors affecting access to housing including tenure, house prices, age, gender, socio-economic status. Influence of local and national government policies on housing access. Factors (external to the home) that affect quality of life. Ways of measuring standard of living.

Case Study 1. A case study of housing in an urban area: tenure, access, opportunities, constraints, patterns.

2. Access to services and changing service provision.

2.1 How are services distributed in urban areas?

2.2 What changes are taking place in service

provision? 2.3 Why are these changes taking place? 2.4 How and why might these changes

benefit or disadvantage groups of people? 2.5 How and why does access to services in

urban and rural areas vary between different groups of people?

Distribution of, and changes in, provision of retail services plus one other service. Concepts of range, threshold and catchment. Factors that may determine access: socio-economic status, age, gender, disability.

Case Study 2 A case study of the distribution and variation of retail service provision and the ways in which such provision is changing within one large urban area. Case Study 3

A case study of one other service (leisure, cultural, educational, or health), and of the factors which affect access to that service for different groups of people.

GCSE GEOGRAPHY B 15

Key Ideas Key Questions Depth of Coverage Case studies

3. Urbanisation. 3.1 Where are people migrating into urban areas?

3.2 Why are people migrating into urban

areas? 3.3 What are the impacts on the areas of

origin and destination? Who gains? Who loses?

Concepts of urbanisation, re-urbanisation and gentrification. Compare quality of life / standards of living between urban and rural areas within one country where urbanisation is occurring. Push / pull factors of migration. Social and economic impacts.

Case Study 4 A case study of rural to urban migration: patterns, reasons and impacts.

4. Planning issues in built environments.

4.1 Who is involved in planning decisions in residential areas?

4.2 How and why do conflicts occur? 4.3 How might sustainable residential areas

be planned?

The concepts of greenbelt, greenfield and brownfield sites. The appreciation that different viewpoints, values and attitudes are held on planning issues by different stakeholders. Strategies for sustainable communities including transport and building design.

Case Study 5 A case study of one planning issue. Consider the plans, stakeholders and reasons for conflicts.

5. Rural change and planning issues.

5.1 How and why are rural areas changing? 5.2 What issues are created by rural change? 5.3 Why do urban dwellers seek increased

access to rural areas? What conflicts arise?

5.4 How can rural environments under

pressure from visitors be managed to ensure a sustainable environmental and social future?

Concepts of counter-urbanisation, accessibility, decline of traditional economies, diversification. The factors that have increased access to rural areas including improved transport links. The appreciation that different viewpoints, values and attitudes are held on the use of rural areas for leisure use by different stakeholders.

Case Study 6 A case study of conflict at the local scale related to the opportunities for leisure use of a rural environment and ways in which management attempts to balance change and sustainability.

GCSE GEOGRAPHY B 16 THEME 2: PHYSICAL PROCESSES & RELATIONSHIPS BETWEEN PEOPLE AND ENVIRONMENTS


1. Weather and climate.

1.1 What physical factors lead to variations in climate in different regions of the world?

1.2 Why does it rain? 1.3 What are the causes of weather

hazards associated with both high and low atmospheric pressure?

1.4 How do extreme weather

hazards affect different groups of people?

The difference between weather and climate. Factors influencing climate to include altitude, latitude, maritime/continental. The characteristics of one European climate and one tropical climate type. Physical processes that explain frontal rainfall, relief rainfall and convectional rainfall. The concept of pressure systems in the atmosphere. The cause, effect and response to weather hazards relating to high pressure. Coverage must include drought. The cause, effect and response to weather hazards relating to low pressure. Coverage must include tropical storms.

Case Study 7

A case study of one extreme weather event: the causes, effects on different groups of people, and responses to the hazard.

2 Ecosystems. 2.1 What physical processes connect living and non-living elements of ecosystems?

2.2 How do ecosystem processes

benefit people? 2.3 How does human activity affect

physical processes within ecosystems?

2.4 How can ecosystems be

managed sustainably?

The relationship between climate zones and biomes, illustrated using one European and one tropical biome. Processes that operate within ecosystems and link living (biotic) and non-living (abiotic) components. Coverage must include nutrient stores and flows, energy flows and food webs. The economic and environmental benefits provided by ecosystems at small and international scales. Coverage must include ecosystem processes that regulate the atmosphere and water cycle and that prevent soil erosion. How human activity affects ecosystem processes. Coverage must include impacts on nutrient cycles, water cycles and food chains within one ecosystem. The benefits of sustainable management and the problems in achieving sustainable management of ecosystems. Coverage must include small scale and international scales.

Case Study 8

A case study of one ecosystem: processes, benefits for people, impact of human activity and management.

GCSE GEOGRAPHY B 17 Key Ideas Key Questions Depth of coverage Case studies

3. The issue of desertification.

3.1 What is desertification? 3.2 Which physical processes

operate in arid regions that make them vulnerable to desertification?

3.3 To what extent does human

activity contribute to the problem of desertification?

3.4 How can environments that are

vulnerable to desertification be managed?

An investigation of the various causes of desertification. Natural processes to include high pressure systems, seasonal rainfall patterns and high rates of evapo-transpiration. Human processes to include over-grazing, poor land management and use of fire wood. The appreciation that different viewpoints, values and attitudes are held on the process of desertification by different stakeholders.

Both local community and international strategies to manage the situation.

Case Study 9 A case study of an area suffering from desertification: causes, effects and management.

GCSE GEOGRAPHY B 18 Key Ideas Key Questions Depth of coverage Case studies

4. River processes and landforms.

4.1 What are the processes active within a drainage basin?

4.2 How do geomorphological

processes contribute to the development of distinctive fluvial landforms?

4.3 What landforms are produced? 4.4 What physical and human

factors contribute to cause river flood hazards?

4.5 What effect does flooding

have? 4.6 How can river flooding be

managed?

Key terminology to include stores and flows of water through a drainage basin. Characteristics of the drainage basin must include geology, vegetation, land use. Coverage must also include a comparison of precipitation and hydrograph relationships.

Coverage must include processes of erosion (attrition, solution, hydraulic action, and corrasion), deposition and transportation (bed load, suspended load, solution). Coverage must include landforms created by erosion and those created by deposition. Factors that influence flooding to include intensity of rainfall, saturation of soils, snow melt. Human factors including deforestation and urbanisation.

An investigation of causes and effects of a river flood hazard on people, the economy and the environment.

Concepts of flood prevention and protection. The advantages / disadvantages of different river management strategies and their sustainability. The appreciation that different viewpoints, values and attitudes are held on the effectiveness of river management.

Case Study 10 A case study of a river flood at a regional scale: the physical and human causes and effects.

Case Study 11 A case study of management of a river at a local scale.

GCSE GEOGRAPHY B 19


5. Coastal processes and coastal management.

5.1 How do geomorphological processes contribute to the development of distinctive coastal landforms?

5.2 What landforms are produced? 5.3 Why do coastal processes

need to be managed? 5.4 How are coastlines managed? 5.5 Why does coastal management

create controversy?

The geomorphological processes of coastal erosion, cliff recession, sediment transport and deposition. The creation of both depositional and erosional (including recessional) coastal landforms.

Consider alternate futures: the threat of rising sea levels and more frequent storms. Management strategies to hold the line or retreat the line.

The concept of cost benefit analysis. Examine the impact of management on coastal processes, including unintended consequences. The appreciation that different viewpoints, values and attitudes are held on the effectiveness of coastal management.

Case Study 12 A case study of a coastal environment (small - regional scale): the processes affecting this coast, its landforms and its management.

GCSE GEOGRAPHY B 20 THEME 3: UNEVEN DEVELOPMENT AND SUSTAINABLE ENVIRONMENTS


1. Employment structures and opportunities.

1.1 How and why do patterns of employment structure vary over time?

1.2 How might changing

technology affect employment structures and opportunities?

A range of ways of categorising employment must be studied; coverage must include formal / informal and private / public sectors as well as primary / secondary / tertiary / quaternary. A comparative investigation of recent changes in employment structures of countries at two contrasting stages of economic development, and the reasons for these changes. Factors influencing current change and alternate futures, to include changing industrial technology and working practices.

2. The location of economic activities.

2.1 What factors influence decisions about where to locate different economic activities?

2.2 How and why have the

locations of different activities changed?

2.3 What are MNCs and how do

they affect patterns of work and development?

2.4 How do MNCs affect the

areas in which they operate, both economically and socially?

Physical and human factors influencing location and changes in location to include: raw materials, labour, energy, transport and communication, markets, government policy and globalisation. Footloose industries. Global distribution patterns. Key terminology to include MNC (TNC), NIC, BRICM. Concepts of positive and negative multiplier effects.

Case Study 13

A case study of one industry (selected from the secondary or tertiary sector): reasons for changing locations and the social, economic impacts of this change. Study at a local / regional scale.

Case Study 14

A case study of one MNC: reasons for locating in countries at different stages of economic development (study at an international scale) and the local, regional or national economic and social effects of these decisions.

GCSE GEOGRAPHY B 21 Key Ideas Key Questions Depth of coverage Case studies 3. Economic activity and

the environment. 3.1 How does economic activity

affect people and the environment?

3.2 How might environments

damaged by economic activity be managed?

3.3 What are the causes of climate

change?

3.4 What are the social, economic

and environmental consequences of climate change?

3.5 What steps can be taken to

reduce the consequences of climate change to ensure a sustainable future?

At a local scale, pollution of water, atmosphere. Degradation and damage to the land. Management strategies to:

reduce impacts of economic activity on the environment;

restore the environment;

create alternate future uses to include leisure use, and creation of new habitats.

Physical processes of the atmosphere that drive climate change. Consider alternate futures, both positive and negative, of climate change for people in different environments. An exploration of the consequences of climate change for people and economies. A consideration of how governments and non-government organisations (NGOs) tackle the causes and consequences of climate change. The appreciation that different viewpoints, values and attitudes are held on the effects of climate change and how it can be managed.

Case Study 15 A case study at the local scale of the impact of economic activity on the environment: causes, effects, management strategies.

Case Study 16 A case study to explore differing views surrounding the management of climate change at the local, national and international scale.

GCSE GEOGRAPHY B 22 Key Ideas Key Questions Depth of coverage Case studies 4. Development.

4.1 What is meant by development?

4.2 How and why are countries at

different stages of human development identified?

Defining the changing concepts of development to include:

economic development;

human / social development;

sustainable development. The concept of the development gap. Consideration of the use of traditional economic divisions of the world and their validity as compared with other human development indicators. Coverage of indicators of development must include economic and social indicators. The appreciation that different viewpoints, values and attitudes are held about the development gap.

5. Development issues and water.

5.1 What are the main sources of fresh water?

5.2 How does access to a

sustainable supply of water vary?

5.3 How might international co-

operation improve future access to water?

Key processes and terminology of the hydrological cycle to include throughflow, groundwater, aquifer. Access to, and use of, clean water in countries at different stages of economic development. The concept of local, sustainable water projects. The concepts of multi-purpose use of water and trans-boundary water supply. An investigation of a trans-boundary water issue. The appreciation that different viewpoints, value and attitudes are held about water supplies.

Case Study 17 A case study of a trans boundary water issue.

GCSE GEOGRAPHY B 23

Key Ideas Key Questions Depth of coverage Learning and Research Opportunities

6. Interdependence.

6.1 How are countries interdependent?

6.2 How does international trade

operate? 6.3 How might different trade

systems affect quality of life for producers?

6.4. How effective is international

aid in narrowing the economic gap between countries?

An overview of the factors that drive interdependence: migration, trade, business / investment, culture and technology. Concepts of trade must include import, export, tariffs and trade blocs. Coverage must include EU and its trade relationships. Examine trade patterns that over rely on one form of foreign income. Consider the social and economic impacts of such trade patterns. Concept of Fair Trade. Sources of aid: governments and non- government organisations (NGOs). The concept of tied aid. The difference between short term / emergency aid and long term / development aid. The concept of closing the development gap and the Millennium Development Goals.

Case Study 18 A case study of aid: need for aid, donors and receiving countries, nature of the aid, its effectiveness.

GCSE GEOGRAPHY B 24

3 SCHEME OF 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 assessment caters for the full range of ability. Questions and tasks will be designed to enable candidates to demonstrate what they know, understand and can do.

Tier Grades Available

Higher A*, A, B, C, D

Foundation C, D, E, F, G

This is a linear specification: all assessments must be taken at the end of the course. 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-theme 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

GCSE GEOGRAPHY B 25

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 Unit 1 and Section A in Unit 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 Theme 1 and one from Theme 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 geographical issue. Through an investigation of resources, candidates will be introduced to the place and issue, the views of different stakeholders, 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. The problem-solving exercise will assess application of knowledge and understanding of both physical and human environments. All papers will be examined through the medium of a question/answer booklet. Controlled Assessment The controlled task equates to 25% of total marks.

Candidates must undertake one task. This is a research task based on fieldwork and supportive secondary data. This task will be called the fieldwork enquiry. The mode of presentation will be an illustrated report.

GCSE GEOGRAPHY B 26

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

30%

AO2

Apply their knowledge and understanding in familiar and unfamiliar contexts

38%

AO3

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

32%

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

AO1 AO2 AO3 Total

Unit 1 (F/H) 10% 13% 7% 30%

Unit 2 (F/H) 14% 18% 13% 45%

Unit 3 Controlled Assessment

Enquiry 6% 7% 12% 25%

Total Weighting

30 38 32 100%

GCSE GEOGRAPHY B 27

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.

Additional raw marks have been added to Units 1 and 2 to reward candidates' ability to spell, punctuate and use grammar accurately, in accordance with Appendix A of Regulations for the Assessment of the Quality of Written Communication. These additional marks do not affect the weighting of assessment objectives as outlined in Section 3.2.

GCSE GEOGRAPHY B 28

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 candidates 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 linear specification in which all assessments must be taken at the end of the

course. Where candidates wish to re-sit, external components must be re-taken. The controlled assessment component may also be re-taken according to guidelines given in 'Administration of Controlled Assessment'. Alternatively, the UMS mark for this component may be carried forward for aggregation with the external components when these are re-taken.

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 Qualification

200 180 160 140 120 100 80 60 40

GCSE GEOGRAPHY B 29

5 ADMINISTRATION OF CONTROLLED ASSESSMENT

Candidates must complete one task selected from those provided by WJEC and contextualised, by the centre, to best suit their specific circumstances including location and availability and access to resources. All documentation relating to the marking of the controlled assessment will be available on the WJEC website with the submission date. The fieldwork enquiry 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

6%

AO2

Apply their knowledge and understanding in familiar and unfamiliar contexts

7%

AO3

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

12%

LEVELS OF CONTROL The criteria and terminology for controlled assessment, as stipulated by the regulatory authorities, are common across all awarding bodies and all 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 organisations. These controls will ensure that the assessment is valid, reliable and authenticated with a high degree of confidence.

GCSE GEOGRAPHY B 30

TASK SETTING

A high level of control is specified

WJEC will publish a range of approved generic tasks which are comparable in nature.

The list of approved tasks will be published annually on the WJEC website prior to each two year cycle.

From the range of tasks provided, centres will select one or more fieldwork enquiry. Candidates will produce only one fieldwork enquiry, but they may be offered a choice (see the example of Centre B below).

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.

Centres must send their contextualised task to WJEC at least 10 weeks before they intend to start the task, so that it can be confirmed that the task arises from the generic task within the correct cycle. They must not use the same task in consecutive years.

WJEC will advise centres on the development of the chosen tasks within the parameters stated in the specification.

The task may be undertaken at any time in the learning programme, but must be concluded before the commencement of the external moderation process.

Generic tasks for the Enquiry (for award in 2014)

Assessing…

Theme Key Question

Investigate spatial variations in quality of life. 1 1.4

Investigate the distribution of retail services. 1 2.1

Investigate variation of river processes and landforms along a river channel.

2 4.2 & 4.3

Investigate the strategies needed to manage an area of eroding coastline.

2 5.4

Investigate factors that determine the location of secondary industry.

3 2.1

Investigate the impact of tertiary economic activity on people and the environment.

3 3.1

GCSE GEOGRAPHY B 31

The following examples illustrate how centres may choose to contextualise the tasks. Centre A chooses to ‘Investigate the distribution of retail services’. The centre provides candidates with the following hypothesis:

High-order shopping services are evenly distributed across Swansea. Centre B chooses to take some candidates on a fieldtrip to ‘Investigate the strategies needed to manage an area of eroding coastline.’ The centre provides these candidates with the following hypothesis:

The coast at Happisburgh needs a range of management strategies in order to reduce erosion rates. However, the centre also selects a second fieldwork enquiry, which can be conducted within walking distance of the school, for those candidates who cannot attend the fieldtrip to Happisburgh. For this task they choose to ‘Investigate spatial variations in quality of life’. The candidates are given the following enquiry question to organise their investigation:

How does quality of life in Kettering vary, from the town centre to the suburbs? In doing so, the centre ensures that the two contextualised fieldwork enquiries make equal demands on the candidates and the entire cohort is subject to internal standardisation. TASK TAKING There are two phases of task taking.

Research/data collection: a limited level of control is specified. Analysis and evaluation of findings: a high level of control is specified.

Research/data collection Data is collected and 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 WJEC 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 candidates. This is because gaining access to such material may be problematic for candidates 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 candidates.

GCSE GEOGRAPHY B 32

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 three hours of planning, one day for fieldwork/primary data collection plus five hours of research of secondary data . 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.

Analysis and evaluation of findings

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. 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.

GCSE GEOGRAPHY B 33

Time control The time allocated for the analysis and evaluation of findings is ten hours. 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.

Teachers mark the task using the marking criteria on pages 36-37.

The awarding body externally moderates the marks using a random sample, consistent with Code of Practice requirements.

GUIDELINES FOR CONTROLLED ASSESSMENT 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, a sequence of enquiry should be followed as shown on page 34. The task should be couched in the form of an overarching hypothesis or enquiry question. Candidates will need to follow the sequence of enquiry to ensure access to all parts of the mark scheme. Differentiation will be achieved as candidates develop the overarching hypothesis or enquiry question 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 of findings should take no more than 10 hours to complete and the teacher will ensure that a high level of control is maintained through supervision.

GCSE GEOGRAPHY B 34

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

Task Setting

An externally set task for investigation, selected from the published list of approved tasks, is contextualised and developed by the teacher in terms of an overarching hypothesis or enquiry question.

Task Taking (Planning/Pre-fieldwork) Up to 3 hours

Candidates should be involved in the planning phase and encouraged to assist in the design of the fieldwork. Candidates should be given the opportunity to make decisions about the data. What evidence is relevant? How can the evidence be collected? What sampling pattern should be used?

Task Taking (Fieldwork Phase) Up to one day

Evidence is collected and recorded.

Task Taking (Research Phase) Up to 5 hours

Primary evidence is collated and presented. Candidates should be given the opportunity to research and select relevant secondary data. Evidence is processed and presented statistically and graphically. Task Taking (Analysis and Evaluation of findings) Up to 10 hours

Evidence is further selected and refined, analysed and interpreted.

Conclusions are drawn relating to the original objectives.

The investigation is evaluated by the candidates in relation to the limitations of the evidence and validity of the conclusions. Candidates suggest improvements or further ideas for investigation.

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GCSE GEOGRAPHY B 35

In preparing candidates for the analysis and evaluation of findings, 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 (AO1) 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 (AO2) 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 of analysis and evaluation (AO3) 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 on pages 36-37.

GCSE GEOGRAPHY B 36

Assessment Objective 1 Knowledge and Understanding – maximum 12 marks

Level 1: 1 – 3 marks Level 2: 4 – 6 marks Level 3: 7 – 9 marks Level 4: 10 – 12 marks

The candidate:

Recalls limited, general information about the place studied and the task set which underpin the enquiry.

Presents an account of the task that is descriptive.

Attempts a weak conclusion.

The candidate:

Recalls information about the place studied and the task set.

Occasionally uses specialist terms.

Communicates understanding with some basic/generic explanation of the evidence.

Reaches simple conclusions.

The candidate:

Recalls and selects information specific to the place studied and the task set.

Uses a range of specialist terms.

Communicates understanding with specific explanation of some evidence.

Reaches conclusions that are relevant to the task and place.

The candidate:

Recalls and selects information that is detailed and specific to the place studied and the task set.

Uses relevant specialist terms accurately.

Communicates understanding with specific explanation that is consistent with the evidence.

Reaches conclusions that are relevant and substantiated.

A mark of 0 will be awarded if there is insufficient evidence to meet the descriptor for Level 1

Assessment Objective 2 Application – maximum 14 marks


The candidate:

Attempts to link their investigation to wider geographical principles/ theories/ concepts/issues in an account that is descriptive.

Describes other places he/she has studied, in order to provide a context.

The candidate:

Links their investigation to wider geographical principles /theories / concepts/issues in an account with some basic/generic explanation.

Relates knowledge and understanding of the enquiry location to other places.

Asks basic questions relating to geographical futures.

The candidate:

Links their investigation to wider geographical principles/ theories/ concepts/issues in an account with specific explanation.

Clearly relates their knowledge and understanding of the enquiry location to other places.

Asks some pertinent questions relating to geographical futures.

The candidate:

Links their investigation to wider geographical principles/ theories/ concepts/issues in an account with specific explanation that is consistent with the evidence.

Clearly relates their knowledge and understanding of the enquiry location to other places, to explore if it is typical or atypical.

Asks a range of well-defined questions relating to geographical futures, pertinent to the place studied/task.


GCSE GEOGRAPHY B 37

Assessment Objective 3 Skills, analysis and evaluation – maximum 24 marks


The candidate:

Presents a report that contains elements of an enquiry process.

Investigates a limited range of primary data.

Uses a very limited range of techniques/technologies to present graphical information.

Analysis is limited to simple description of the graphical evidence.

The candidate:

Uses a basic outline to structure the enquiry process.

Investigates a range of primary/secondary data using simple techniques/technologies. Some secondary source material is referenced.

Uses a limited range of techniques/technologies to process and present graphical information.

Analysis includes simple explanation of some graphical evidence.

Comments on the limitations of his/her investigation.

The candidate:

Selects and uses relevant geographical questions to sequence the enquiry process.

Investigates primary and secondary data using a range of techniques/technologies. Most secondary source material is accurately referenced.

Independently selects and uses a range of techniques/technologies to process and present graphical/cartographic information.

Analysis includes explanation of a range of graphical evidence.

Evaluates the methodology and data.

The candidate:

Independently selects and uses pertinent geographical questions to sequence the enquiry process.

Independently investigates primary and relevant secondary data using a range of techniques/technologies. All secondary source material is accurately referenced.

Independently selects and uses a range of techniques/technologies to process and present graphical and cartographic/statistical information.

Analysis includes specific explanation of graphical evidence to support his/her effective investigation of the hypothesis.

Critically evaluates the methodology. Comments on the validity of the evidence. Suggests how the enquiry might be further developed.

Information is communicated by brief statements. The meaning of text is largely clear. There is some accuracy of spelling, punctuation and grammar.

The report has an appropriate structure, tone and style. The meaning of text is clear. There is reasonable accuracy of spelling, punctuation and grammar.

Communication is clear, logical and has structure. Spelling, punctuation and grammar have considerable accuracy

Communication is very clear, sophisticated and well structured. Spelling, punctuation and grammar have consistent accuracy.


GCSE GEOGRAPHY B 38

Annotation of Controlled Assessment Candidate work submitted for moderation must be annotated. This may be achieved by: (i) summative comments on the controlled assessment cover sheets (CAB)

which must be attached to the work of each candidate sent for moderation; (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 tasks in the published Examinations Timetable. Instructions for the administration of internally-assessed work are given in the WJEC Internal Assessment Manual. 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. In the event of concern over the awarding procedures, the normal appeals process will apply.

GCSE GEOGRAPHY B 39

Authentication Please note it is a requirement of the regulators that all forms are signed. 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 (CAB). 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 centre declaration sheet and the controlled assessment cover sheets (CAB). 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 the relevant cover sheet (CAB) and this should be taken into account when assessing the controlled assessment. Submission of Controlled Assessment The following should be submitted:

• copies of the task; • general notes of guidance given to candidates; • a list of resource materials given to candidates; • the centre declaration sheet; • the controlled assessment in soft covered binders or folders with the coversheets

(CAB) 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 CPD or as exemplar material. Retention of Controlled Assessment Centres need to retain the controlled assessments until the end of November following the summer examination.

GCSE GEOGRAPHY B 40

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.

GCSE GEOGRAPHY B 41

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.

GCSE GEOGRAPHY B 42

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' and 'Exemplification of Essential Skills Wales 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 use GIS, 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 Themes 2 and 3, issues of sustainability allow candidates to address and explore the ethical issue of individual and group responsibility and to express their personal views.

GCSE GEOGRAPHY B 43

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 2: 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 4: 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 countries at different levels of development.

Citizenship The specification offers a range of opportunities for candidates 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 Idea 4; Theme 3, Key Idea 6. 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.

GCSE GEOGRAPHY B 44

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 Linear Specification B - for teaching from 2012/ED 20 June 2012

Documents

WJEC B GCSE Geography Specification 2012 - 2014