GEOGRAPHY Advanced Higher - Scottish … Higher.pdfGeography: Advanced Higher Course 3 National Course Specification: general information (cont) COURSE Geography (Advanced Higher)

GEOGRAPHYAdvanced Higher

Second edition – published December 1999

Geography: Advanced Higher Course 1

NOTE OF CHANGES TO ADVANCED HIGHER ARRANGEMENTSSECOND EDITION PUBLISHED WINTER 1999

COURSE TITLE: Geography (Advanced Higher)

COURSE NUMBER: C042 13

National Course Specification

Course Details: Unit 1: Geographical Methods and Techniques

Descriptor rewritten, but only minor changes to content. Candidates arestill required to show awareness of both physical and human fieldworkmethods

External Assessment: The requirements are unchanged

National Unit Specification

There are no changes

Administrative Information

Publication date: December 1999

Source: Scottish Qualifications Authority

Version: 02

© Scottish Qualifications Authority 1999

This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived fromreproduction and that, if reproduced in part, the source is acknowledged.

Additional copies of this course specification (including unit specifications) can be purchased from the Scottish QualificationsAuthority for £7.50. Note: Unit specifications can be purchased individually for £2.50 (minimum order £5).

2

National Course Specification

GEOGRAPHY (ADVANCED HIGHER)

COURSE NUMBER C042 13

COURSE STRUCTURE

The course comprises three mandatory units:

D240 13 Geographical Methods and Techniques (AH) 1 credit (40 hours)D241 13 Geographical Study (AH) 1 credit (40 hours)D242 13 Geographical Issues (AH) 1 credit (40 hours)

All courses include 40 hours over and above the 120 hours for the component units. This may be usedfor induction, extending the range of learning and teaching approaches, support, consolidation,integration of learning and preparation for external assessment.

The completion of the overall course will provide candidates with a broader understanding of theworld. By applying a geographical perspective to their studies, candidates will develop and use theskills of research, analysis and critical evaluation in a wide range of contexts.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attaineda course or one of the following component unit(s) at Higher in Geography, or a course or componentunit(s) at Higher or Advanced Higher in another social subject, or a course or component unit(s) atHigher or Advanced Higher level in Geology or Managing Environmental Resources or Travel andTourism.


National Course Specification: general information (cont)

COURSE Geography (Advanced Higher)

CORE SKILLS

Core skills for Advanced Higher remain subject to confirmation and details will be available at a laterdate.

For information about the automatic certification of core skills for any individual unit in this course,please refer to the general information section at the beginning of the unit.

Additional information about core skills is published in Automatic Certification of Core Skills inNational Qualifications (SQA, 1999).


National Course Specification: course details


RATIONALE

Emphasis is placed on the provision of geographical experiences which lead candidates to anunderstanding of concepts, key ideas and relevant terminology and which develop a broad range ofskills, including investigative, statistical and evaluative techniques.

The study of Geography at Advanced Higher level provides an increasingly sophisticateddevelopment of skills through a range of learning experiences. The main emphasis is on developing ahigh level of skill in independent study, co-operative learning, objective thinking and the ability tocommunicate clearly and confidently. The development of these skills at Advanced Higher levelprovides candidates with a sound base from which to pursue further studies.

The principal aim of the Advanced Higher level course in Geography is that, by using the conceptsand techniques of geographical analysis, candidates develop a detailed understanding of aspects ofthe contemporary world which are of concern to all citizens. In addition, the course enablescandidates to develop progressively:

• an understanding of the ways in which people and the environment interact in response tophysical and human processes and systems at local, national and international scales

• an awareness of spatial relationships and an understanding of the changing world in abalanced, critical and sympathetic way

• a geographical perspective on environmental issues and their significance• advanced skills in research, analysis, synthesis, evaluation and presentation, including the use

of IT• techniques and terminology to collect, extract, analyse, interpret and explain geographical

phenomena• expertise in the use of a range of maps, diagrams, statistical and fieldwork techniques, written

accounts and, where appropriate new technology, to gather, process and communicate information• a life-long interest in, understanding of, and concern for the environment and its sustainable

future

A contribution is made to general and vocational education and the wider curriculum by:

• raising awareness of the links between the subject and other disciplines• developing independent and co-operative learning as part of personal and social education• developing problem-solving skills• emphasising the development and application of learning skills relevant to everyday life

Appropriate key geographical concepts should be further developed. In constructing a teachingprogramme, account should be taken of the following underlying concepts:

• location• spatial patterns• change• diversity• interdependence• co-operation• conflict• sustainability• technology

These concepts should be introduced where they are appropriate to the topic being studied.


National Course Specification: course details (cont)


COURSE CONTENT

The course content is divided into three units, as detailed below. It is recommended that centres teachunit 1 first. Units 2 and 3 provide opportunities to develop further and apply the skills specified inunit 1. Opportunities are provided in the course for candidates to integrate knowledge andunderstanding and apply this in less familiar or more complex contexts using skills acquired in theunits.

Unit 1: Geographical Methods and Techniques (AH)

This unit is built on those skills and methods developed progressively in the Geography curriculumfrom Standard Grade and Intermediate 1 and 2 to Higher Geography. Candidates should undertakefieldwork in at least two of the following areas, one of which must come from list a. and the otherfrom list b. Evidence of competence in these two methods and techniques will be required for internalassessment. These techniques can be used and further developed to aid research in the GeographicalStudy. If candidates intend to sit the external assessment they will require to be aware of the type ofdata which could be collected by each of the fieldwork methods and techniques in both lists as theymay be required to process and analyse this data in the question in Section B of the written paper.

Skill area – fieldwork survey/measurement and recording techniques

a. Physical topics

• morphological mapping• vegetation sampling• slope analysis• stream analysis• meteorology in a local setting• soil profiles and characteristics• pebble analysis – size, shape and rock type

b. Human topics

• rural land use mapping• urban land use mapping• traffic, pedestrian and environmental quality surveys• questionnaire design and implementation• use of secondary sources• Reilly’s gravity law• Huff’s probability model• nearest neighbour analysis (area and linear)




Skill area – statistical awareness

• sampling – random, systematic, stratified• handling different data types – nominal, ordinal, interval• graphical presentation of data – systems diagrams, logorithmic, kite and scattergraphs, polar

and triangular graphs, dispersion diagrams, bipolar analysis• descriptive statistics – standard deviation, standard error of the mean, variance• introductory statistical testing – nearest neighbour, candidate’s t-test, chi-square, Spearman’s

Rank correlation coefficient or Pearson’s Product Moment correlation coefficient, linearregression

Candidates are required to be able to carry out calculations involving appropriate statisticaltechniques from the above list. Calculations should always be checked and answers given to theappropriate degree of accuracy. Where possible, centres should make use of appropriate softwarepackages.

Skill area – production and interpretation of maps and diagrams

• design and layout of maps - principles of lettering, linework and shading, dot maps, isolinemaps, choropleth maps, proportional symbols, divided proportional symbols and flow maps

• interpretation of Ordnance Survey (OS) Maps and related data• topographic analysis based on Ordnance Survey (OS) maps – cross-sections, belt transects and

river profiles

Candidates are required to be able to prevent and analyse information using a variety of maps anddiagrams.

Unit 2: Geographical Study (AH)

In this investigative exercise candidates research a topic in depth. This may be undertaken in the localarea. Candidates will be expected to plan and research a Geographical Study. They will have to useappropriate techniques to analyse, evaluate and present the information and their findings. TheGeographical Study will involve the candidate in collecting and processing information from fieldstudies and/or published sources such as census data.

Examples of Geographical Study research questions:

1 Analysis of the relationships affecting stream discharge along its length.2 The impact of an extreme rainfall event on the incidence of flooding or soil erosion.3 A comparison of the inter-relationships between selected soil properties (eg pH, organic

matter, moisture content) between vegetation and slope.4 The effect of elevation and aspect on annual rainfall totals as recorded at a range of weather

stations.5 The impact of decentralised retailing.6 The impact of EU and Government policies on rural landscapes.7 Tourism in a sustainable community: the case study of Aviemore.8 A study of population change in central Edinburgh: a comparison of the 1961 and 1991

Population Censuses.




Unit 3: Geographical Issues (AH)

This unit is designed to develop critical thinking and the ability to evaluate evidence from differentsources. It requires the identification, development and analysis of two research questions related tokey geographical issues (one question for each issue). Candidates must select one of the main ideas ingroup one and one of the main ideas in group two of the Geography: Applications unit at HigherGeography on which to base their research question. This list is contained in the support notes forunit 3. Any areal context is acceptable.

Examples of key issues using the main ideas from the Applications in Higher Geography:

Group One

• Rural land resources – National Parks: a blessing or a curse?• Rural land degradation – is rural land degradation the result of human activities or natural

processes?• River basin management – to what extent has human modification of river basins been

beneficial or detrimental?

Group Two

• Urban change and its management – to what extent can the quality of urban life be related tohigh urban-rural migration rates?

• European regional inequalities – to what extent have all policies been successful in peripheralareas?

• Development and health – ‘80% of all sickness and disease in the developing world can beattributed to unsafe water and inadequate sanitation.’ How accurate is this statement?

Through exploring their research questions candidates will be expected to complete a number of taskscommon to each of the chosen issues. For each chosen issue, these tasks require the candidate to:

1 Identify different viewpoints on each of the research question(s) taken from at least threedifferent sources.

2 Produce a critical evaluation of the viewpoints. This should include an indication of thecandidate’s own perspective.

Through the completion of these tasks candidates will further develop their knowledge andunderstanding and will gain a wider awareness of the range of inter-related factors which impingeupon the key issues.




ASSESSMENT

To gain the award of the course, the candidate must achieve all the component units of the course aswell as the external assessment. External assessment will provide the basis for grading attainment inthe course award.

When units are taken as component parts of a course, candidates will have the opportunity to achieveat levels beyond that required to attain each of the unit outcomes. This attainment may, whereappropriate, be recorded and used to contribute towards course estimates, and to provide evidence forappeals. Additional details are provided, where appropriate, with the exemplar assessment materials.Further information on the key principles of assessment is provided in the paper Assessment andManaging Assessment, (HSDU 1998).

DETAILS OF THE INSTRUMENTS FOR EXTERNAL ASSESSMENT

Assessment of the course will comprise the following:

1 An externally set and assessed written paper.2 A Geographical Study (externally assessed).3 Two critical evaluations (externally assessed).

The three components of the course assessment will be weighted 20 : 40 : 40.

The written paper (relating to the content of unit 1) will be of two hours’ duration and will consist oftwo sections, A and B. Candidates must choose two questions: one from section A and one fromsection B. Each question will carry equal weighting.

Section A will be based on the 1:25,000 scale Ordnance Survey (OS) Pathfinder Series topographicalsheets of England and Wales. The Scottish sheets will not be used in the examination. In addition tothe OS map, supplementary information will be provided in the form of one or more of the following:maps, photographs, statistics and data about the area. Two questions based on this combination ofmaps and supplementary information will be set. One question will involve candidates in a decision-making, problem-solving or hypothesis-testing exercise (such as the location and planningimplications of a new airport, by-pass road, inner-city redevelopment or superstore). The otherquestion will test competence in map interpretation in relation to the geography of the map sheetprovided.

Section B will contain two questions, one of which must be attempted. The questions will involvecandidates in data-handling exercises, where they will be expected to select and apply appropriatetechniques to process and analyse a given set of data.

Statistical formulae will be given and calculators can be used. An atlas should be provided by thecentre for each candidate for use in the examination. It must be suitable for use of this level and be ofa general type (ie not devoted to one region or purely thematic. Centres are responsible for ensuringthat atlases used are clean copies and contain no additional material. Candidates must name on theirscript the title of the atlas used.




The Geographical Study (relating to the content of unit 2) will take the form of a 3,000-word report,which will have a maximum length of 25 sides of A4 paper or their equivalent (using only one side)and should include a title page (cover), contents page, maps, diagrams, tables and appendices. Largersheets should be folded to A4 size (note that an A3 sheet will count as two A4 sides). GeographicalStudies of 26 sides or more will be penalised by the loss of 25% of the mark awarded for this part ofthe assessment. The Geographical Study will be submitted by a pre-determined date to the awardingbody and externally assessed.

Two critical evaluations based on geographical issues relating to the content of unit 3 are required.Each evaluation should be no more than 1,500 words in length and should be confined to a maximumof eight A4 sides of paper or their equivalent (using only one side), which may include illustrativematerial. Evaluations of nine sides or more will be penalised by the loss of 25% of the mark awardedfor this part of the assessment. The critical evaluations will be submitted by a pre-determined date tothe awarding body and externally assessed.

GRADE DESCRIPTIONS

The criteria for course assessment relate directly to the performance criteria for internal assessmentof unit outcomes, as detailed under the following three elements.

Knowledge and understanding

For a grade C, the candidate will demonstrate knowledge and understanding of a wide range ofterminology, ideas and systems, make use of a variety of complex information and explain a widerange of geographical phenomena in different contexts.

For a grade A, the candidate will demonstrate a detailed knowledge and understanding of a widerange of terminology, ideas and systems, make use of a wide variety of complex information and givedetailed explanation of a wide range of geographical phenomena in different contexts.

Evaluating

For a grade C, the candidate will analyse a wide range of complex geographical evidence, reachrealistic and detailed conclusions and offer detailed and reasoned explanations for these, taking intoaccount a wide range of points of view.

For a grade A, the candidate will analyse in detail a wide range of complex geographical evidence,reach well-justified, realistic and detailed conclusions, and offer detailed and reasoned explanationsfor these, taking into account a wide range of points of view.

Geographical methods and techniques

For a grade C, the candidate will use a wide range of appropriate geographical methods andtechniques to interpret and explain geographical phenomena.

For a grade A, the candidate will use a wide range of appropriate geographical methods andtechniques to give detailed interpretations and detailed explanations of geographical phenomena.




In achieving the course award the candidate will demonstrate:

• the ability to retain and integrate knowledge and understanding• the ability to apply knowledge and understanding to less familiar and more complex contexts• the ability to apply geographical methods and techniques to less familiar and more complex

contexts

APPROACHES TO LEARNING AND TEACHING

This course can be taught either in an integrated manner in which elements of the three units arelinked, or by teaching the units independently. In the latter case unit 1 should be taught first. Withinthese two approaches a great deal of flexibility exists for centres to customise their delivery to theneeds of the candidate group.

The teaching of geographical methods, skills and techniques may be undertaken through actualfieldwork and/or simulated fieldwork in the classroom.

To meet the needs of candidates with special educational needs, it is acceptable to collect evidence ina variety of forms (eg written, oral or diagrammatical) and to make use of appropriate media.

SPECIAL NEEDS

This course specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).

SUBJECT GUIDES

A Subject Guide to accompany the Arrangements documents has been produced by the Higher StillDevelopment Unit (HSDU) in partnership with the Scottish Consultative Council on the Curriculum(SCCC) and Scottish Further Education Unit (SFEU). The Guide provides further advice andinformation about:

• support materials for each course• learning and teaching approaches in addition to the information provided in the Arrangements

document• assessment• ensuring appropriate access for candidates with special educational needs

The Subject Guide is intended to support the information contained in the Arrangements document.The SQA Arrangements documents contain the standards against which candidates are assessed.


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Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for eachunit specification is £2.50 (minimum order £5).

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National Unit Specification: general information

UNIT Geographical Methods and Techniques (Advanced Higher)

NUMBER D240 13


SUMMARY

This unit seeks to develop further the geographical skills of the candidate through a study offieldwork methods and techniques, statistical awareness and production and interpretation of mapsand diagrams.

OUTCOMES

1 Demonstrate a knowledge, understanding and application of complex geographical methodsand techniques.

2 Use geographical methods and techniques to analyse information and identify relationships.3 Use geographical methods and techniques to present information.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attaineda course or component unit(s) at Higher in Geography, or a course or component unit(s) at Higher orAdvanced Higher in another social subject, or a course or component unit(s) at Higher or AdvancedHigher level in Geology or Managing Environmental Resources or Travel and Tourism.

CREDIT VALUE

1 credit at Advanced Higher.

Geography: Unit Specification – Geographical Methods and Techniques (AH) 12

National Unit Specification: general information (cont)


CORE SKILLS




National Unit Specification: statement of standards


Acceptable performance in this unit will be the satisfactory achievement of the standards set out inthis part of the unit specification. All sections of the statement of standards are mandatory and cannotbe altered without reference to the Scottish Qualifications Authority.

OUTCOME 1

Demonstrate a knowledge, understanding and application of complex geographical methods andtechniques.

Performance criteria

(a) The selection of the geographical method or technique is appropriate to the type of informationto be gathered.

(b) The method or technique is applied accurately.(c) The information gathered by the method or technique is clear.

OUTCOME 2

Use geographical methods and techniques to analyse information and identify relationships.


(a) The analysis of information is accurate and valid.(b) The analysis of the information reveals positive, negative or no relationship.

OUTCOME 3

Use geographical methods and techniques to present information.


(a) The format chosen is appropriate to the type of information presented.(b) The information is presented clearly and accurately.

Evidence requirements

Evidence in the form of a completed checklist is required which indicates the achievement of all threeoutcomes and related performance criteria in each of the three skill areas:

• fieldwork methods and techniques – the candidate will be expected to show competence in twomethods or techniques, one of which should be from (a) physical methods and techniques andone from (b) human methods and techniques

• statistical awareness – one piece of evidence which indicates that the candidate has appliedappropriate techniques to process a given set of data

• production and interpretation of maps and diagrams – one piece of evidence by which the candidateproduces maps and/or diagrams and one piece of evidence by which the candidate indicatesthat they can extract and interpret information from 1:25,000 Ordnance Survey (OS) maps

Supporting evidence demonstrating candidate competences in the above skill areas will require to beretained by the centre in accordance with the advice provided by SQA on moderation.


National Unit Specification: support notes


This part of the unit specification is offered as guidance. The support notes are not mandatory.

While the time allocated to this unit is at the discretion of the centre, the notional design length is 40 hours.

GUIDANCE ON CONTENT AND CONTEXT FOR THIS UNIT

This unit is one of three mandatory units which together make up the course in Advanced HigherGeography. The other units are the Geographical Study and Geographical Issues.

Geographical Methods and Techniques

This unit is built on those skills and methods developed progressively in the Geography curriculumfrom Standard Grade and Intermediate 1 and 2 to Higher Geography.

The Geographical Methods and Techniques unit is divided into three skill areas:

Skill area – fieldwork methods and techniques

List a. – Physical methods and techniquesList b. – Human methods and techniques

Skill area – statistical awareness

Skill area – production and interpretation of maps and diagrams

In order to achieve certification in this unit, candidates have to attain all three outcomes stated in theunit specification. The outcomes are to be met by gathering evidence from each of the three skillareas. Within the skill area, fieldwork methods and techniques, the candidate will be expected toshow competency in two methods and techniques, one of which should be from a. physical methodsand techniques and one from b. human methods and techniques. The completion by the centre ofchecklists which indicate the methods and techniques undertaken by the candidate is required.

Refer to the course specification for further details on the unit content and the methods andtechniques to be studied.

GUIDANCE ON LEARNING AND TEACHING APPROACHES FOR THIS UNIT

Induction and review

Candidates should receive a general overview of the objectives and content of the unit, and specificcriteria for achieving the unit award, possibly in the form of a checklist(s).

Candidates should be introduced to the ways of working on the unit (for example, if the use of a casestudy approach to a topic is chosen), the kinds of information and study skills expected from them(for example, if the unit is to be undertaken on a supported self-study format) and the kind of supportthey can expect from the teacher/lecturer (for example, if there are to be informal tutorials as well asformal class lessons).


National Unit Specification: support notes (cont)


Learning experiences

If the candidates are studying for the course at Advanced Higher, it is recommended that centresteach unit 1 first. Units 2 and 3 provide opportunities to develop further and apply the skills specifiedin unit 1.

The methodology used by teachers/lecturers will be built on existing good practice. Teacher/lecturerexposition and note-taking from textbooks, information sheets and a wide variety of other resourcesmay form the basis of class work in this unit. Individual and group discussion may reinforce this.Extension work, access to a variety of sources of information, fieldwork, independent reading andresource based learning should be made available to individuals and groups as appropriate. Thisindependent learning may form the basis of a considerable part of the candidate’s study time atAdvanced Higher. Formal or informal group work could be used as an approach to learning wheredialogue and interaction between candidates and between candidates and teacher/lecturer would bepossible.

The following learning experiences are essential to the unit. Candidates should:

• engage in wide-ranging, independent reading relevant to their geographical studies• make use of relevant terminology, advanced skills, concepts and ideas• collect, extract, interpret, analyse and present geographical evidence• gather and systematically record information derived from a variety of sources, such as

fieldwork, maps, books, notes, graphs, statistics, audio-visual materials• develop the skills of extended communication for a variety of purposes including responses to

resource-based questions• take part in formal and informal discussion and debate based on and informed by geographical

evidence and knowledge in order to develop the ability to think independently and makeinformed judgements

• develop individual and independent learning skills

Opportunities for extension, revision and consolidation should be built into the unit. How this isorganised will depend on the teaching approach. The sub-sections of the geographical methods andtechniques unit may be taught in any order. The learning experiences in all three skill areas reinforceeach other: knowledge and understanding of the methods and techniques as well as the application ofsome will be developed, along with increased competence in the skills listed in the outcomes andcourse specification.

Where a candidate has failed to achieve the outcomes in relation to one of the sub-sections it may beworthwhile to attempt to achieve them once other sub-sections have been studied, as by then they willhave had an opportunity to develop further the required skills. Time should in any case be allowed forremediation and resitting of internal assessments where outcomes have not been achieved.




GUIDANCE ON APPROACHES TO ASSESSMENT FOR THIS UNIT

Approaches to assessment

The pieces of work which demonstrate competence in the outcomes for each unit should alsodemonstrate a level of achievement equivalent to a grade C in the course. The same pieces of workmay be assessed against the grade descriptions for the relevant part of the external course assessmentto ascertain whether an A or B can be recorded as a course estimate or as evidence in the case of anappeal. For details of the grade descriptions for external assessment, refer to the course specification.

Additional pieces of work can be used for continuous assessment and as practice for externalassessment. These could be grouped and/or timed to develop examination skills (as in a preliminaryexamination). Towards the end of the course, it may be useful to allow candidates to revisit thecontent covered at the beginning of the year, using skills developed through experience andmaturation as the year’s work progressed. Advice may also be given on the organisation of revisionfor the external assessment. Knowledge and understanding needs to be effectively retained and skillspractised with unfamiliar sources or questions.

Advice on generating evidence

The evidence can be gathered towards or at the end of the unit and should reflect the requirements setout in the unit specification.

It is recommended that a holistic approach is used to devise more extended tasks which allowcandidates to demonstrate achievement in more than one outcome (see National Assessment Bank forexamples). It would be possible to use similar instruments of assessment to those used in the externalexamination for the course. It will be necessary to identify where in the candidate’s response eachoutcome has been met. The marking scheme would reflect the standard embodied in the performancecriteria but would also allow the evidence to be considered as a whole. The level of attainmentrequired for successful completion of the unit should represent satisfactory attainment of theoutcomes and, by inference, satisfactory coverage of all performance criteria.

Where a candidate has failed to achieve one or more of the outcomes, a retest may be undertakenafter appropriate remediation. This retest need only reassess competence in the outcomes which thecandidate has failed to achieve.

Further information and advice on assessment will be given in the Subject Guide and NationalAssessment Bank.

SPECIAL NEEDS

This unit specification is intended to ensure that there are no artificial barriers to learning orassessment. Special needs of individual candidates should be taken into account when planninglearning experiences, selecting assessment instruments or considering alternative outcomes for units.For information on these, please refer to the SQA document Guidance on Special Assessment andCertification Arrangements for Candidates with Special Needs/Candidates whose First Language isnot English (SQA, 1998).


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17


UNIT Geographical Study (Advanced Higher)

NUMBER D241 13


SUMMARY

This unit seeks to develop investigative skills by producing a report of an in-depth research into ageographical topic (this may be undertaken in the local area).

OUTCOMES

1 Plan and research a Geographical Study.2 Select and use appropriate techniques to analyse and evaluate information.3 Present a Geographical Study.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attaineda course or component unit(s) at Higher in Geography, or a course or component unit(s) at Higher orAdvanced Higher in another social subject, or a course or component unit(s) at Higher or AdvancedHigher level in Geology or Managing Environmental Resources or Travel and Tourism.

CREDIT VALUE


Geography: Unit Specification – Geographical Study (AH) 18



CORE SKILLS







OUTCOME 1

Plan and research a Geographical Study.


(a) The plan includes clear aims and precise, structured research questions.(b) The sources of information identified permit the collection of information relevant to each

research question.(c) The methods and techniques used to collect information are relevant to the study.

OUTCOME 2

Select and use appropriate techniques to analyse and evaluate information.


(a) The techniques selected and used to analyse information are relevant.(b) The analysis of information is accurate.(c) The conclusions reached are valid and clear.

OUTCOME 3

Present a Geographical Study.


(a) The information is presented clearly and in a structured and logical manner.(b) The information is presented using a range of methods and techniques.


Candidates are required to plan and research a Geographical Study, select and use appropriatetechniques and produce a Geographical Study which provides evidence of achievement of all threeoutcomes and related performance criteria in the unit. For Outcome 1, PC (c), the relevance of themethods and techniques used should be justified in terms of the factors involved, resources and timeavailable and/or by comparison with other possible methods and techniques. For Outcome 2, PC (c),conclusions reached should include clear reference to the criteria used and by evaluative comment onthe methods and techniques used as well as the outcomes of the study.

Evidence in the form of a completed checklist is required which indicates the achievement of all threeoutcomes and related performance criteria.

Supporting evidence demonstrating candidate competences in the above study will require to beretained by the centre in accordance with the advice provided by the SQA on moderation.







This unit is one of three mandatory units which together make up the course in Advanced HigherGeography. The other units are Geographical Methods and Techniques and Geographical Issues.

Geographical Study

In this investigative exercise, candidates examine a research topic in depth. This may be undertakenin the local area and should normally contain evidence of the application of an appropriate range ofthe skills specified in unit 1. This unit focuses on the processes involved in planning, researching,analysing, evaluating and presenting information which leads the candidate to the production of a3,000-word report with a maximum of 25 sides of A4 pages (or their equivalent). In order to achievecertification in this unit, candidates are required to produce evidence of achievement of all threeoutcomes and related performance criteria listed in the unit specification.

Refer to the course specification for further details on the unit content.






If the candidates are studying for the course at Advanced Higher, it is recommended that centresteach unit 1 first. Units 2 and 3 provide opportunities to develop further, and apply the skills specifiedin unit 1. It is recommended that candidates complete unit 1 before they begin unit 2 so that they canmaster the geographical methods and techniques needed to produce their Geographical Study. Thisunit may however be delivered as a free-standing unit where candidates master the geographicalmethods and techniques needed for their Geographical Study as and when required.




The methodology used by teachers/lecturers will be built on existing good practice. Teacher/lecturerexposition and note-taking from textbooks, information sheets and a wide variety of other resourcesmay form the basis of class work in this unit. Individual and group discussion may reinforce this.Extension work, access to a variety of sources of information, fieldwork, independent reading andresource-based learning should be made available to individuals and groups as appropriate. Thisindependent learning may form the basis of a considerable part of the candidate’s study time atAdvanced Higher. Formal or informal group work could be used as an approach to learning wheredialogue and interaction between candidates and between candidates and teachers/lecturers would bepossible.


• engage in wide-ranging, independent reading relevant to their geographical studies• make use of relevant terminology, advanced skills, concepts and ideas• collect, extract, interpret, analyse and present geographical evidence• gather and systematically record information derived from a variety of appropriate sources,

such as fieldwork, maps, books, notes, graphs, statistics, audio-visual materials• develop the skills of extended communication in the form of a Geographical Study;

opportunities should be provided for revision and redrafting of extended writing followingcritical review

• take part in formal and informal discussion and debate based on and informed by geographicalevidence and knowledge in order to develop the ability to think independently and makeinformed judgements

• develop individual and independent learning skills, especially those relating to the preparationand writing of the Geographical Study

Opportunities for extension, revision and consolidation should be built into the unit; how this isorganised would depend on the teaching approach. Time should be allowed for remediation andrevisiting of internal assessments where outcomes have not been achieved.



The pieces of work which demonstrate competence in the outcomes for each unit should alsodemonstrate a level of achievement equivalent to a grade C in the course. The same pieces of workmay be assessed against the grade descriptions for the relevant part of the external course assessmentto ascertain whether an A or a B can be recorded as a course estimate or as evidence in the case of anappeal. For details of the grade descriptions for external assessment, refer to the course specification.

Opportunities should be given for candidates to re-draft work before it is presented for assessment.




SPECIAL NEEDS



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UNIT Geographical Issues (Advanced Higher)

NUMBER D242 13


SUMMARY

This unit seeks to encourage the development of critical thinking and the ability to evaluate evidencefrom different sources through the study of key geographical issues.

OUTCOMES

1 Identify different viewpoints in key geographical issues.2 Produce analytical summaries of the viewpoints taken from different sources.3 Present a critical evaluation of viewpoints on key geographical issues.

RECOMMENDED ENTRY

While entry is at the discretion of the centre, candidates would normally be expected to have attaineda course or component unit(s) at Higher in Geography, or a course or component unit(s) at Higher orAdvanced Higher in another social subject, or a course or component unit(s) at Higher or AdvancedHigher level in Geology or Managing Environmental Resources or Travel and Toursim.

CREDIT VALUE


Geography: Unit Specification – Geographical Issues (AH) 24



CORE SKILLS







OUTCOME 1

Identify different viewpoints in key geographical issues.


(a) Different viewpoints are accurately identified for the chosen issue.(b) The identification of different viewpoints is valid and relevant to each key geographical issue.

OUTCOME 2

Produce analytical summaries of the viewpoints taken from different sources.


(a) The sources used are relevant to each key geographical issue.(b) The summary includes an accurate analysis of the sources’ viewpoints on the issue.

OUTCOME 3

Present a critical evaluation of viewpoints on key geographical issues.


(a) The critical evaluation is relevant and accurate.(b) The critical evaluation is clear and well structured.

Range statement

Two geographical issues should be studied based on the main ideas of the Higher unit Geography:Applications. Candidates should study one physical main idea (from Group One) and one humanmain idea (from Group Two). Any areal context is acceptable. Opportunities should be takenthroughout to emphasise the linkages between physical and human geography and the holistic natureof the subject.


For two key geographical issues, candidates are required to identify different viewpoints taken fromat least three different sources for each and produce critical evaluations on each issue. These shouldprovide evidence of achievement of all three outcomes and related performance criteria in the unit.Information on the nature and form of presentation of the critical evaluations is provided in thecourse specification and Subject Guide.

Supporting evidence demonstrating candidate competences in these issues will require to be retainedby the centre in accordance with the advice provided by the SQA on moderation.







This unit is one of three mandatory units which together make up the course in Advanced HigherGeography. The other units are Geographical Methods and Techniques and the Geographical Study.

Geographical Issues

This unit requires the identification, development and analysis of two research questions related tokey geographical issues. The following list is for use in this unit, where candidates select, as a basisfor their Critical Evaluations, one Application from the list in Group One and one from the list inGroup Two:

Group One

Rural land resources

Rural land resources are the product of the interaction of a wide range of physical factors modified byhuman activity. The resultant rural landscapes offer a variety of physical, economic and socialopportunities.

Rural land degradation

Rural land resources are subject to degradation, which may be the result of natural processes, humanactivity, or a combination of both. The decline in land productivity and other consequences of landdegradation have direct social and economic consequences and have led to the development of soilconservation and land management strategies.

River basin management

Within river basins, water control projects are undertaken for a variety of reasons and on a range ofscales. These projects are examples of human interference with systems, especially hydrologicalsystems. The changes often have both beneficial and adverse consequences.

Group Two

Urban change and its management

Large urban concentrations are characteristic of many countries. The urban environment of theseconcentrations changes in response to a wide range of environmental, social, economic, technologicaland political factors.

European regional inequalities

Regional inequalities on a variety of scales are a feature of the contemporary world. There is a varietyof physical, social and economic reasons for these spatial disparities. Within the European Union,policies are developed at national and international levels to reduce inequalities.




Development and health

Inequality of social and economic development is a major feature of the contemporary world. It existson various scales and is measurable in several ways. Levels of health and the incidence of disease aremajor indicators of levels of development. Such indicators may be explained geographically byreference to a variety of interacting processes.

Note that any areal context is acceptable in this unit. A single issue may draw from more than oneApplication.

In order to achieve certification in this unit, candidates are required to produce two CriticalEvaluations (based on one issue from Group One and one issue from Group Two above) whichprovides evidence of achievement of all three outcomes and related performance criteria listed in theunit specification.

Refer to the course specification for further details on the unit content.






If the candidates are studying for the course at Advanced Higher it is recommended that centres teachunit 1 first. Units 2 and 3 provide opportunities to develop further, and apply the skills specified inunit 1.

The methodology used by teachers/lecturers will be built on existing good practice. Teacher/lecturerexposition and note-taking from textbooks, information sheets and a wide variety of other resourcesmay form the basis of class work in this unit. Individual and group discussion may reinforce this.Extension work, access to a variety of sources of information, fieldwork, independent reading andresource-based learning should be made available to individuals and groups as appropriate. Thisindependent learning may form the basis of a considerable part of the candidate’s study time atAdvanced Higher. Formal or informal group work could be used as an approach to learning wheredialogue and interaction between candidates and between candidates and teachers/lecturers would bepossible.





• engage in wide-ranging, independent reading relevant to their geographical studies• make use of relevant terminology, advanced skills, concepts and ideas• collect, extract, interpret, analyse and present geographical evidence• gather and systematically record information derived from a variety of appropriate sources,

such as maps, books, notes, graphs, statistics, audio-visual materials• develop the skills of extended communication in the form of critical evaluations/essays;

opportunities should be provided for revision and redrafting of extended writing followingcritical review

• take part in formal and informal discussion and debate based on and informed by geographicalevidence and knowledge in order to develop the ability to think independently and makeinformed judgements

• develop individual and independent learning skills, especially those relating to the preparationand writing of two critical evaluations

Opportunities for extension, remediation and consolidation should be built into the unit; how this isorganised will depend on the teaching approach. Time should be allowed for remediation andrevisiting of internal assessments where outcomes have not been achieved.



The pieces of work which demonstrate competence in the outcomes for each unit should alsodemonstrate a level of achievement equivalent to a grade C in the course. The same pieces of workmay be assessed against the grade descriptions for the relevant part of the external course assessmentto ascertain whether an A or a B can be recorded as a course estimate or as evidence in the case of anappeal. For details of the grade descriptions for external assessment, refer to the course specification.

Opportunities should be given for candidates to re-draft before it is presented for assessment.

SPECIAL NEEDS


Documents

GEOGRAPHY Advanced Higher - Scottish … Higher.pdfGeography: Advanced Higher Course 3 National Course Specification: general information (cont) COURSE Geography (Advanced Higher)