GCSE Geography Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD. New Specification: Aims, structure and distinctive

GCSE Geography

Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD.

New Specification: Aims, structure and distinctive features

Geographical Association Conference:

Manchester 30th June 2015

Underlying Principles of the new specification

• To provide the knowledge, understanding and the skills for further study at A-level and beyond

• To provide a familiar approach that considers new ideas and developments about changing the nature of geography in the 21st Century

• To provide a relevant and dynamic Geography course, with an up-to-date content, to raise student achievement

• To give opportunities for students to undertake individual research and to make use of modern information technologies, including GIS

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Key Features of the specification

• Balanced understanding of physical, human and environmental geography• Thematic approach to the subject, with an emphasis on contemporary issues and

future changes• Flexibility: centres are free to choose their own exemplars and case study material• Choice of optional content in selected themes, including landscapes, ecosystems

and use of resources• An issues evaluation and decision making exercise, contributing a problem solving

element to assessment• An assessment structure that is manageable and realistic, with 3 papers totalling 4

hours


Overview of specification content1. Living with the Physical Environment

2. Challenges in the Human Environment

3. Geographical Applications

Challenge of Natural Hazards:tectonic hazards, tropical storms, extreme weather in the UK, climate change

Urban Challenges:Global patterns, two contrasting cities, sustainable urban futures

Issue Evaluation: Theme of issue can be selected from any part of the specification. Based on secondary sources

Physical Landscapes in the UK: Two from coastal, river, glacial landscapes

The Changing Economic World: Global patterns, closing the development gap, contrasting studies of economic development

Fieldwork: two fieldwork enquiries, contrasting environments, physical and human geography, enquiry process.

The Living World:Local ecosystems, tropical rainforests, one from hot deserts and cold environments

The Challenge of Resource Management:Overview of resources in the UK, global resource security-one from food, water, energy


Content and skills for Paper/Unit 1 Living with the Physical Environment

• Natural Hazards - involves the study of tectonic hazards, weather hazards and climate change. Note that there is only one case study of tectonic hazards and that the content is much reduced compared with existing specifications. Climate change focuses on causes and management (mitigation and adaptation).

• Physical Landscapes in the UK - involves the study of 2 different landscapes, the processes of erosion and deposition, and the landforms which result. Human intervention and management of the landscapes are considered. Again the content for each individual landscape is reduced compared with existing courses

• The Living World - focuses on the characteristics of ecosystems at different scales and threats to biodiversity. There is compulsory study of a local ecosystem and tropical rainforests, then a choice between hot deserts and cold environments.


Content and skills for Paper/Unit 2 Challenges in the Human Environment

• Urban issues and challenges. Involves the study of global trends and patterns, the impacts of rapid urbanisation and the resulting opportunities and challenges in two contrasting cities. Includes sustainable methods of managing urban living. Detailed study of a UK city and one in a LIC/NEE.

• The changing economic world. Looks at the complexities of measuring development and ways of reducing the development gap. Issues of trading relationships, international aid and the role of TNCs are explored. Detailed study of one named LIC or NEE and a contrasting study of economic futures in the UK and the place of the UK in the wider world

• The challenges of resource management. Studies the increasing global demand for resources, highlighting stark inequalities. Issues of resource provision in the UK. Resource security in relation to either food, or water or energy-reasons for insecurity, impacts, strategies to increase supply including sustainable solutions.


Underlying principlesAQA’s approach to the new demands

Continuity

• To preserve some of the content of existing units, including some of the most popular.

• To allow for some flexibility in choice of content within the constraints of the new subject criteria

• To retain those elements teachers value e.g. framework of key ideas and spec content, clear and manageable case study requirement, standardised mark schemes, thematic approach to the subject, contemporary subject content, investigative approach to fieldwork.

Change

• Specific focus on the geography of the UK

• Some previously less familiar themes and content will be taught and assessed. Some themes in current specifications will not be included

• Case studies will need to studied in full national and regional context

• Much of specification will be compulsory. Less scope for optionality compared with existing specifications.

• Fieldwork will be assessed in the written examination


Overlap with existing AQA SpecificationsNew GCSE Specification A Specification B

Challenge of Natural Hazards

Restless Earth (partial), Challenge of Weather and Climate (partial)

Living with Natural Hazards (partial)

Physical landscapes in the UK

Water on the Land, Coastal Zone, Ice on the Land (partial)

The Coastal Environment

The Living World The Living World Challenge of Extreme Environments (partial)

Urban Issues and Challenges

Changing Urban Environments

The Urban Environment

The Changing Economic World

The Development Gap, Globalisation (partial), aspects of Population Change and Tourism

Investigating the Globalisation of Industry

The Challenge of Resource Management

Aspects of Changing Rural Environments, Globalisation, Water on the Land

Energy in the 21st century, Water – a precious resource (partial)


Case Studies and Examples: Living with the Physical Environment

The Challenge of Natural Hazards

1. Tectonic hazard-two contrasting countries-effects and responses (CS)

2. Tropical storm-effects and responses (CS)3. Recent extreme weather event in UK-causes,

impacts, management (Ex)

Physical landscapes in the United Kingdom

1. Section of coastline, river valley, glaciated area-landforms of erosion and deposition (Ex)

2. Coastal management scheme (CS)3. Flood management scheme (rivers) (CS)4. Tourism impacts and management (glaciated area)

(CS)

The Living World 1. Small scale UK ecosystem (Ex)2. Tropical rainforest-causes of deforestation, impacts

and issues (CS)3. Hot desert or cold environment: development

opportunities and challenges (CS)

6 case studies and 4 examples required


Case Studies and Examples: Challenges in the Human Environment

Urban Issues and Challenges

1. Major city in a LIC or NEE*-causes of growth, opportunities, challenges: social, economic, environmental (CS)

2. Major city in the UK-importance, migration, opportunities, challenges (CS)

3. Urban transport strategies (Ex)

The Changing Economic World

1. Managing population change in one country (Ex)2. Growth of tourism in one LIC or NEE (Ex)3. One LIC or NEE-economic structure, TNCs, trade, aid, debt (CS)4. UK economic futures (CS)

The Challenge of Resource Management

1. Large scale irrigation scheme (CS)2. Local scheme to increase sustainable food supplies (CS)Or 1. Large scale water transfer scheme (CS)2. Local scheme to increase water supply (CS)Or 1. Non renewable energy source (CS)2. Local renewable energy scheme (Cs)

*LIC=Lower Income Country, NEE-Newly Emerging Economy6 case studies and 6 examples required


Geography of the UK

The geography of the UK is integrated into the physical and human geography themes studied:

• The challenge of natural hazards-extreme weather in the UK.

• Physical landscapes in the United Kingdom-coastal landscapes,

river landscapes, glacial landscapes

• The living world- small scale local ecosystem

• Urban issues and challenges-major city in the UK

• Changing economic world- economic futures in the UK

• Challenge of resource management-overview of food, water and

energy resources in the UK


Specification/Assessment at a glance

Unit 1:Living with the Physical Environment

35 % The study of physical processes and patterns Assessment 1 hour 30 minutes

88 marks, including 3 SPAG

Unit 2:Challenges in the Human Environment

35 % The study of human geography themes and issuesAssessment 1 hour 30 minutes

88 marks including 3 SPAG

Unit 3Geographical Applications

30 %* Issue evaluation, based on resource booklet, and fieldwork Assessment 1 hour Candidates answer all questions76 marks, including 6 SPAG

Assessment of fieldwork represents 15% of total assessment.Assessment of maths and statistical skills must be 10% of total assessmentTotal marks 240 (plus 12 SPAG-5% of total)


Paper/Unit 1


Summary of Assessment• Unit 1 – Living with the Physical Environment 35% of the assessment 1 hour 30 minutes

Candidates answer questions on: • The challenge of natural hazards - tectonic hazards, tropical storms, extreme weather in the UK, climate change

(30 marks +3 SPAG)

• Physical landscapes in the United Kingdom - 2 from coastal landscapes, river landscapes, glacial landscapes (30 marks)

• The living world - ecosystems, tropical rainforests, 2 from hot deserts and cold environments (25 marks)Question types in each section - multiple choice, short structured questions, cloze exercises, photo

interpretation/description, interpretation of maps on different scales, data response, longer extended writing responsesApproximately 60 % Levels marked questions. 4 and 6 mark questions are marked at 2 levels of response. Two 9 mark

questions are marked at 3 levels of response


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5.08 Answer one of the following questions:

Either

Using a case study, explain how cold environments can provide both opportunities and challenges for development.

9 marks

Or

Using a case study, describe how hot desert areas can provide both opportunities and challenges for economic activities 9 marks

Features of Paper 1

1. Familiar command words. Hierarchy of terms ranging from give/name/state/identify, complete,… to suggest, outline, compare, describe, explain, evaluate, to what extent, justify and discuss.

2. Wide mix of question types with mark tariffs ranging from 1-9 marks aimed at all levels of ability.

3. Broad coverage of specification content e.g. Question 1 assesses aspects of climate change, extreme weather in the UK, tropical storms, tectonic hazards.

4. Clear emphasis on physical geography processes and features, but every question gives consideration to human interactions and/or responses.

5. Clear direction to use case study information in some extended writing questions. Potential to use case studies and examples elsewhere.

6. Wide range of stimulus materials - 19 Figures comprising photographs, OS maps, world maps, graphs, diagrams. All require some interpretation. No credit for direct lifts.


Paper/Unit 2


Summary of Assessment

Unit 2 Challenges in the Human Environment35% of the assessment

Candidates answer questions on:•Urban issues and challenges (30 marks+ 3 SPAG)

•The changing economic world (30 marks)

•The challenge of resource management-general overview, one from food, water and energy (25 marks)

Question types in each section - multiple choice, short structured questions, cloze exercises, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses





Features of Paper 2

• Similar command words to Paper 1.

• Mark tariffs range from 1-9 marks aimed at all levels of ability

• Assessment covers topical issues such as fracking, water transfer problems, resource insecurity, Fairtrade, urban congestion management

• Several opportunities to use case study information in extended writing questions. 4 questions will require the use of examples/case studies

• Wide range of stimulus materials - 15 Figures comprising photographs, OS map, world/UK/Africa maps, graphs, table of statistics, diagrams


Paper/Unit 3


Summary of Assessment

Unit 3 - Geographical Applications30% of the assessment

Section A - Issue EvaluationCompulsory structured questions on a theme – leading up to an extended writing task based on a pre-release Sources Booklet – to be issued to students in advance. The theme will arise from the subject content of Units 1 or 2 but may extend beyond it through the use of the resources. The theme could combine human and physical aspects. (34 marks +3 SPAG)

Section B - FieldworkCompulsory questions based on candidates’ enquiry work and the use of fieldwork materials in an unfamiliar context (36 marks +3 SPAG)


Content and skills for Paper/Unit 3 Geographical Applications

Section A Issue Evaluation

•Assessment is synoptic, requiring students to use their learning across the specification so they can analyse an issue, consider and select proposed solutions and justify choices

•The issue can be selected from any part of the core specification and can cover more than one topic

•A resource sheet will be sent to centres 9 weeks prior to the examination in June, so students can become familiar with the source materials

•A fresh copy of these materials will be issued at the start of the examination


Issue Evaluation

• Students learn about an issue, study options to solve it and make a decision. They consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives

• Resource sheet will consist of a mix of geographical sources such as maps on different scales, photographs, satellite images, factfiles, statistics, graphs, newspaper extracts, quotes from different interest groups

• Assessment will consist of a series of shorter questions related to the contemporary geographical issue, based on the interpretation of the resources. These lead to a more extended piece of writing (9 marks), involving a decision with some justification.


Structure of Question Paper 3

• Length of paper 1 hour

• % of total marks 30%

• Number of sections 2 Section A 34 marks (plus 3 SPAG) Section B 36 marks (plus 3 SPAG)

• Question types in each section - multiple choice, short structured questions, completion of graphs, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses

• All questions compulsory

• Approximately 65% questions levels marked. One 9 mark question with 3 levels of response


Paper 3 Section A

• Issue evaluation theme – Specimen = East Cowes Regeneration Project (from Urban Issues and Challenges). Could be tropical rainforests, weather or tectonic hazards, climate change, development issues, energy resources etc

• Resource sheet ( pre-release) - background to the issue, masterplan of new developments, table of questionnaire results

• Sources provided in the examination - news extract, maps, photos, quotes etc

• Examination: series of short skills questions (2-3 marks), and more extended writing questions based on sources (6 marks), leading to decision making exercise “Do you think that the proposed East Cowes Regeneration Project should go ahead?”(9 marks)

• Assessment Objectives targeted - mainly AO3 and AO4 - showing ability to apply knowledge and understanding in different contexts to analyse, interpret , evaluate and make judgements



Fieldwork assessment

•Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise

•The two enquiries must be carried out in contrasting environments and show an understanding of both physical and human geography

•In at least one of the enquiries students are expected to show an understanding about the interaction between physical and human geography


Fieldwork Assessment

Students’ understanding of the enquiry process will be assessed by:

•Questions based on the use of fieldwork materials from an unfamiliar

context

•Questions based on candidates’ individual enquiry work. (For these

questions candidates will have to identify the titles of their individual enquiries).

Written statement from centres, providing the date, location, numbers of

students participating, the main issues/questions investigated during fieldwork,

and the relationship of the fieldwork to the specification content

There will no longer be Controlled Assessment in GCSE Geography

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Fieldwork enquiry process

Identifying suitable question for geographical enquiry

Selecting, measuring and recording data appropriate to the chosen enquiry

Selecting appropriate ways of processing and presenting fieldwork data

Describing, analysing and explaining fieldwork data

Evaluating the geographical enquiry

Reaching conclusions



Types of

Types of fieldwork questions


Fieldwork issues

The enquiries undertaken will be much smaller in scale than current Controlled

Assessment. A written submission is not required. Field notes or data will not

be permitted in the examination

Advice will be available regarding suitability of titles and tasks, locations,

methods, techniques of presentation etc.

It may be possible to carry out fieldwork in 2 environments that are close to

each other e.g. coastal town/urban study (human geography), coastal

management (physical geography and human/physical interaction)

Enquiries should be based on the specification content.


Geographical Skills

Skills will be assessed in all three written exams. Ordnance Survey maps or other map extracts may be used in any of the three exams.


Managing and planning the course

Curriculum requirements

•6 themes (3 physical geography, 3 human geography)

•Some have slightly more content than others: The Living World and Resource Management are shorter units.

•Fieldwork planning, data collection and follow up

•Planning for Issue Evaluation. General skills and scrutiny of pre-release

•Geographical skills, including maths and statistics. Integrated or separate coverage?

•Examination practice, revision


Planning the course

• Choice of options e.g. 2 out of 3 physical landscapes in the UK; cold environment or hot deserts; food,

water or energy?

• Selection of suitable case studies, especially 2 contrasting cities (urban challenges) and the LIC/NEE

(changing economic world)

• Sequence of units/themes.

• All physical, then human geography? (or vice versa)

• Mixture of topics-physical, human, physical etc?

• Separate coverage of UK themes, then more global issues?

• Where does fieldwork fit in?

• Available resources for teaching the course, particularly less familiar aspects e.g. UK geography, resource

management, weather hazards.


AQA ongoing support and resources

• AQA website

• e-AQA

• Secure Key Materials

• ERA (Enhanced Results Analysis)

• Training courses

• Preparing to teach events

• AQA family of businesses(Exampro, Teach it, Alfie)


Why choose this course?

•It gives a balanced coverage of the subject, with equal coverage of physical and human geography

•The course is topical and contemporary, covering issues of current significance, such as climate change, hazard management, globalisation, urban regeneration and sustainable living

•Provides sound progression from KS3 and enables progression to further study

•It encompasses a wide range of locations, places, environments and processes, and provides the basis for an broad understanding of geography

•We have actively worked with teachers and responded to your needs and preferences when developing this specification

•Clear in presentation – no hidden agenda – and with a range of support available


Key features and benefits

• Flexibility within topics allows centres to select specific content and learning experiences

• The course encourages a enquiry based approach to learning

• A decision making exercise based on pre-released sources

• No Controlled Assessment means there is more time for teaching, less administration and fewer logistical issues. Opportunities for fieldwork are highlighted and encouraged where relevant

• Specific guidance on the selection of fieldwork tasks will be provided

• A variety of assessment techniques, ranging from short structured and stimulus/data response questions to extended writing mini essays

• Examination papers that are targeted at the full range of ability, with opportunities for higher ability candidates to be challenged. Lower ability candidates will also find the questions accessible


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GCSE Geography Copyright © AQA and its licensors. All rights reserved. Follow us on Twitter @AQACPD. New Specification: Aims, structure and distinctive