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London Qualifications is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brand. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk

This specification is Issue 3 and is valid for examination from January 2004. Key changes to requirements are sidelined. Centres will be informed in the event of any necessary future changes to this specification. The latest issue can be found on the Edexcel website, www.edexcel.org.uk

Acknowledgements This specification has been produced by Edexcel on the basis of consultation with teachers, examiners, consultants and other interested parties. Edexcel acknowledges its indebtedness to all those who contributed their time and expertise to the development of Advanced Subsidiary/Advanced GCE specifications.

Authorised by Peter Goff Publications Code UA006085 All the material in this publication is copyright © Edexcel 2003

Contents

Introduction

1

Key features

1

Summary of scheme of assessment

2

Availability

3

Summary of the specification content

4

Specification overview

5

Subject Criteria

5

Aims

5

Assessment Objectives

5

Knowledge, understanding and skills

6

The relationship between Assessment Objectives and assessment components

7

Progression and prior learning

7

Broader curricular areas

8

Spiritual, moral, ethical, social and cultural issues

8

The European dimension

8

Key skills

9

Forbidden combinations and links with other qualifications

9

Students with particular requirements

Scheme of assessment

10

11

The AS units

11

The A2 units

12

Assessment sequence

12

Awarding and reporting

13

Rules for retaking units

13

Language of assessment

13

Specification content Unit 1: Physical environments 1.1: Earth systems

14 18 18

1.2: Fluvial environments

19

1.3: Coastal environments

20

Unit 2: Human environments

21

2.1: Population characteristics

21

2.2: Settlement patterns

22

2.3: Population movements

23

Unit 4: Physical systems, processes and patterns

24

4.1: Atmospheric systems

24

4.2: Glacial systems

25

4.3: Ecosystems

26

Unit 5: Human systems, processes and patterns

27

5.1: Economic systems

27

5.2: Rural-urban interrelationships

28

5.3: Development processes

29

Unit 6: Synoptic: People and their environments

Unit 3: Coursework or Applied geographical skills examination

30

32

Unit 3a: Personal enquiry

32

Coursework assessment criteria

35

The submission and moderation of marks for the AS coursework

40

Unit 3b: Applied geographical skills examination

41

Grade descriptions

44

Textbooks and other resources

46

Support and training

47

Key skills development

48

Appendices

51

Appendix 1: Mapping of key skills — summary tables

51

Appendix 2: Key skills development suggestions

53

Appendix 3: Coursework forms

65

Introduction The distinctive approach of this specification is that it recognises and confirms the essential unity of geography, while also allowing students to study discrete areas of the subject. Wherever appropriate the specification suggests a systems approach with a recognition of the interrelationships between physical and human environments, but it also provides an opportunity to establish an in-depth understanding of physical, human and environmental geography before the more complex interrelationships are explored in a synoptic context.

Key features ¨ Systems, process and pattern approach ¨ Emphasis on applied geographical skills ¨ Balanced physical and human geography ¨ Personal enquiry coursework submission in June ¨ 20% coursework within AS assessment ¨ Option of geographical skills paper externally marked ¨ Builds on resources and expertise developed for previous Edexcel Syllabus A (9201) ¨ Maximum flexibility for programme of study.

UA006085 — Specification — Edexcel AS/A GCE in Geography A — Issue 3 — October 2003

1

Summary of scheme of assessment The scheme of assessment is in two parts. Three units make up the Advanced Subsidiary (AS) assessment, and a further three A2 units make up the six units required for Advanced GCE assessment. The AS units will be designed to provide an appropriate assessment of the knowledge, understanding and skills of students who have completed the first half of a full Advanced GCE qualification. Units 1, 2, 4, 5 and 6 will be assessed by written examinations. Unit 3 offers two optional routes: a coursework option, the personal enquiry (Unit 3a), and an externally examined practical paper (Unit 3b).

AS

A2

Half of Advanced GCE content assessed at Advanced Subsidiary standard

Half of Advanced GCE content assessed at A2 standard

+

Units 1, 2, 3

Units 4, 5, 6

Unit

Assessment Duration and length

AS

Unit codes

Advanced GCE (AS) weighting

Physical environments

1 hour 15 minutes

Written examination

6461

15% (30%)

2

Human environments

1 hour 15 minutes

Written examination

6462

15% (30%)

Coursework

Internal assessment

6463/01

20% (40%)

3a Personal enquiry

(2,500 words)

3b Applied geographical skills

2

Mode

1

or

A2

= Advanced GCE

1 hour 30 minutes

External moderation Written examination

6463/02

4

Physical systems, processes and patterns

1 hour 30 minutes

Written examination

6464

15%

5

Human systems, processes and patterns

1 hour 30 minutes

Written examination

6465

15%

6

Synoptic

2 hours

Written examination

6466

20%


Availability Units will be offered in June and January within Edexcel’s normal examination timetable. The planned sequence of availability is: Session

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

January 2004

3

3

3

3

3

3

June 2004

3

3

3

3

3

3

January 2005

3

3

5

3

5

5

June 2005

3

3

3

3

3

3

January 2006

3

3

5

3

5

5

June 2006

3

3

3

3

3

3


3

Summary of the specification content The AS comprises the first three units below, and the Advanced GCE comprises all six units. The content is as follows:

Unit 1

Physical environments (page 18)

1.1 Earth systems 1.2 Fluvial environments 1.3 Coastal environments

Unit 2

Human environments (page 21)

2.1 Population characteristics 2.2 Settlement patterns 2.3 Population movements

Unit 3

either 3a Personal enquiry (page 32) or 3b Applied geographical skills (page 41)

Unit 4

Physical systems, processes and patterns (page 24)

4.1 Atmospheric systems 4.2 Glacial systems 4.3 Ecosystems

Unit 5

Human systems, processes and patterns (page 27)

5.1 Economic systems 5.2 Rural-urban interrelationships 5.3 Development processes

Unit 6

Synoptic: People and their environments (page 30)

6.1 Physical environments influence human activity 6.2 Human activities modify physical environments 6.3 Physical and human resources may be exploited, managed and protected 6.4 Communities and their governance influence geographical interrelationships at a range of scales

4


Specification overview

Subject Criteria This specification incorporates the Subject Criteria for Geography as approved by QCA.

Aims The course will encourage students to: a acquire and apply knowledge and understanding of physical and human processes, their interactions and outcomes over space and time, through the study of places and environments; b

acquire and apply a range of geographical and transferable skills necessary for the study of geography;

c

develop an understanding of the interrelationships between people and their environments and of the opportunities, challenges and constraints that face people in different places and environments;

d

appreciate the dynamic nature of geography: how places, environments and issues change and how people respond to these changes;

e

understand how decisions are made concerning the use and management of resources and environments, and understand the nature, significance and effects of people’s values and attitudes including their own in relation to geographical issues and questions;

f

clarify and develop their own values and attitudes in relation to geographical issues and questions.

In addition, at Advanced GCE the course will encourage students to: g

acquire a deeper understanding of the connections between different aspects of geography.

Assessment Objectives The Geography Subject Criteria require that students should develop knowledge, understanding and skills in relation to the specified syllabus content. Four Assessment Objectives have been defined: AO1

show knowledge of specified content

AO2

show critical understanding of the specified content

AO3

apply knowledge and critical understanding to unfamiliar contexts

AO4

select and use a variety of skills and techniques, including communication skills appropriate to geographical investigation.


5

Knowledge, understanding and skills Knowledge, understanding and skills are closely linked. This specification requires that students should at AS and Advanced GCE: develop a knowledge of: a

geographical terminology;

b

the location and geographical characteristics of places studied, their external relationships and how those places are changing;

c

the processes responsible for the development of the characteristics of places and environments, the interaction and relative importance of these processes;

d

geographical concepts, principles and theories;

e

the interaction of people and their environments in space and over time;

develop an understanding of: a

the nature of and interactions between different physical and human processes;

b

the distinctiveness and interdependence of places;

c

the significance of both spatial and temporal scales;

d

how physical and human processes bring about changes in spatial systems, distributions, places and environments;

e

the role of values, attitudes and decision-making processes in geographical issues and in the decision making about the use and management of resources and environments;

f

the potential and limitations of evidence, approaches, concepts, principles and theories used;

develop the skills to: a

identify geographical questions and issues, select appropriate sources and methods, and establish effective approaches to enquiry in their geographical studies;

b

identify select and collect — using a range of techniques — quantitative and qualitative evidence from primary sources, including fieldwork;

c

identify, select and collect quantitative and qualitative evidence from secondary sources, including maps at a variety of scales, photographs, statistical data, geographical literature, information and communication technology, remotely sensed imagery and geographical information systems;

d

organise, record and present such evidence, in cartographic and diagrammatic form, making use of information and communication technology where appropriate;

e

describe, analyse, evaluate and interpret such evidence and draw conclusions;

f

evaluate enquiry methods used, the limitations of evidence obtained and conclusions drawn.

In addition, Advanced GCE students are required to develop: a

a deeper understanding of the connections between different aspects of geography represented in this specification;

b

a greater ability to synthesise geographical information in various forms and from various sources.

6


The relationship between Assessment Objectives and assessment components For AS GCE Assessment Assessment Objectives (%) Unit

AO1

AO2

AO3

AO4

Weighting (%)

1

10

10

4

6

30

2

10

10

4

6

30

3

0

6

12

22

40

Total for AS

20

26

20

34

100

For Advanced GCE (AS plus A2) Assessment Assessment Objectives (%) Unit

AO1

AO2

AO3

AO4

Weighting (%)

1

5

5

2

3

15

2

5

5

2

3

15

3

0

3

6

11

20

4

5

5

2

3

15

5

5

5

2

3

15

6

2

6

9

3

20

Total for Advanced

22

29

23

26

100

Progression and prior learning Progression from National Framework for Qualifications Level 2 The specification provides, through either a one-year or two-year programme of study, a balanced geographical education which builds on, but is not dependent on, prior knowledge of the subject at GCSE level. The unit-based structure means it is possible to spread study of the course over a longer period of time, making it suitable for mature students and those who want part-time study, perhaps in evening classes.


7

Progression from AS to A2 The knowledge, understanding and skills developed in the AS units underpin the requirements of the A2 units: ·

systems and processes are studied in different contexts, giving continuity of approach, but requiring increasing breadth and depth of conceptual understanding;

·

the experience of the AS course offers a background against which students are expected to evaluate new ideas;

·

a broadening range of interrelationships is established, culminating in assessment of the knowledge and understanding of the connections between all parts of the course.

Progression from AS/Advanced GCE An Advanced Subsidiary or Advanced GCE qualification in geography offers a variety of possible progression routes, either to further study at level 3 or level 4 in the National Qualifications Framework, or directly into employment and/or professional training.

Broader curricular areas This specification makes a significant contribution to the broader curricular areas of environmental education, education for sustainable development, citizenship education and health and safety awareness. The physical and human processes operating in and having an influence on environments are a principal focus of the whole specification. The relationships between people and their environments are found throughout all units, and are drawn together in synoptic themes 6.1 and 6.2 (page 31). Sustainability is considered throughout as one of several possible management strategies, and the different contexts are drawn together in synoptic theme 6.3 (page 31). Various aspects of citizenship are addressed across all units, and these are drawn together in synoptic theme 6.4 (page 31). When undertaking fieldwork, groups or individuals should identify the hazards in their working environment and assess whether or not the risk associated with that hazard can be managed.

Spiritual, moral, ethical, social and cultural issues The specification contributes to an understanding of: ·

spiritual issues, through an appreciation of the uniqueness of places and the people living there

·

moral and ethical issues, for example through the study of development processes in Unit 5.3;

·

social issues, for example through the study of urban and rural societies in Units 2.2, 5.2 and 5.3;

·

cultural issues, through various aspects of human and economic geography in Units 2 and 5, for example population characteristics (2.1) and rural-urban interrelationships (5.2).

The European dimension The European dimension is addressed through the requirement of case studies to be drawn from the UK and elsewhere in Europe.

8


hÉó=ëâáääë This specification offers opportunities for students to develop the nationally specified key skills of communication, information technology, application of number, improving own learning and performance, working with others and problem solving. Examples of such opportunities are signposted throughout the specification. It is important that these opportunities fall naturally into a programme of study, and it may be that not all the examples are appropriate for all programmes. The examples offered may be adapted to suit particular situations, and it will be possible to devise many alternative opportunities and approaches. The development of key skills can enhance teaching and learning strategies and can be a stimulus to new approaches, and increase levels of student involvement. For further information about key skills, see pages 48-63. Quality of written communication will be assessed in Units 1, 2, 3, 4, 5 and 6 wherever extended writing is required, as part of AO4. Students will be assessed on their ability to: ·

select and use a form and style of writing appropriate to purpose and complex subject matter;

·

organise relevant information clearly and coherently, using specialist vocabulary when appropriate; and

·

ensure text is legible, and spelling, grammar and punctuation are accurate, so that meaning is clear.

Forbidden combinations and links with other qualifications Every specification is assigned to a national classification code indicating the subject area to which it belongs. Centres should be aware that students who enter for more than one GCE qualification with the same classification code, will have only one grade (the highest) counted for the purpose of the school and college performance tables. The classification code for this specification is 3910. Students entering for this specification may not, in the same series of examinations, enter for any other specification with the title ‘Geography’. There are complementary links with other qualifications at level 3 in the National Qualifications Framework. ·

The Advanced GCE in Environmental Science has units on ‘Lithosphere’, ‘Energy, the atmosphere and hydrosphere’ and ‘Biosphere’. These offer the opportunity to develop the science underpinning some of the content in Units 1 and 4 of this specification.

·

The Advanced Subsidiary GCE in World Development has units on ‘People’, ‘Development’ and ‘Trade’. These offer the opportunity to develop some of the concepts in Unit 5 from a different perspective.

·

The VCE in Travel and Tourism has units on ‘Worldwide Travel Destinations’, ‘UK Travel Destinations’, ‘Countryside Recreation’ and ‘Tourism Development’. These offer the opportunity for students to appreciate that the landscapes, climates and economic systems studied in Units 1, 4 and 5 of this specification can be studied in a vocational context too.


9

Students with particular requirements Regulations and guidance relating to students with special requirements are published annually by the Joint Council for General Qualifications and are circulated to examinations officers. Further copies of guidance documentation may be obtained from the address below or by telephoning 0870 240 9800. Edexcel is happy to assess whether special consideration or concession can be made for students with particular requirements. Requests should be addressed to: Special Requirements Edexcel Stewart House 32 Russell Square London WC1B 5DN

10


Scheme of assessment

The AS units Unit 1 — Physical environments Written examination, 1 hour 15 minutes There will be six structured data response-type questions. Two questions will be set on each area of study. Students must answer three questions, choosing one from each section. Answers will be marked out of 20. The total for the unit will be 60 marks.

Unit 2 — Human environments Written examination, 1 hour 15 minutes There will be six structured data response-type questions. Two questions will be set on each area of study. Students must answer three questions, choosing one from each section. Answers will be marked out of 20. The total for the unit will be 60 marks.

Unit 3 — Fieldwork investigation Students can choose either:

Option 3a — Personal enquiry The personal enquiry can be based on any part of the specification. The investigation must enquire into a topic, question or issue relevant to the subject criteria for geography. It must include the collection of primary data based on fieldwork and the direct practical experience of the student. Data from secondary sources should be used where and when appropriate. Students will be expected to demonstrate an ability to collect, select and interpret information geographically and represent it by a range of graphic and cartographic means. The enquiry should be no more than 2,500 words in length. The total for the unit will be 60 marks. or:

Option 3b — Applied Geographical Skills Written examination, 1 hour 30 minutes There will be two sections. Section A will be a compulsory question with several subsections requiring the manipulation and organisation of a range of resource materials, and the application of practical skills in a context unfamiliar to students. Section B will be a compulsory question which will ask students about their own fieldwork. The examination paper will expect that students will have carried out a minimum of two days’ fieldwork, as detailed on page 41. Section A will be marked out of 40, and section B out of 20. The total for the unit will be 60 marks.


11

The A2 units Unit 4 — Physical systems, processes and patterns Written examination, 1 hour 30 minutes This unit will have six semi-structured essay questions. Each question will be supported by a stimulus resource such as a photograph, a graph, a synoptic chart or a press cutting. Two questions will be set on each of the three areas of study. Students must answer two questions out of the six, each of which must come from a different area of study. Answers will be marked out of 25. The total for the unit will be 50 marks.

Unit 5 — Human systems, processes and patterns Written examination, 1 hour 30 minutes This unit will have six semi-structured essay questions. Each question will be supported by a stimulus resource such as a photograph, a cartoon, a graph, a table of data or a press cutting. Two questions will be set on each of the three areas of study. Students must answer two questions out of the six, each of which must come from a different area of study. Students will be expected to use relevant maps and diagrams, and to draw on their personal investigation, to support their answer. Answers will be marked out of 25. The total for the unit will be 50 marks.

Unit 6 — Synoptic: People and their environments unit Written examination, 2 hours Synoptic assessment involves assessment of students’ ability to draw on their understanding of the connections between different aspects of the subject represented in the specification. There will be two sections. Section A will consist of one compulsory exercise involving analysis of text, maps, data and other illustrative material. The exercise will require students to draw together and apply in an unfamiliar context knowledge, understanding and skills from different parts of the whole syllabus. The question will comprise several sub-sections and will be marked out of 50. Section B will consist of four essay questions from which the student must answer one. The questions will explore links between the different parts of the specification content. It will require the synthesis of geographical understanding and skills in the context of the interrelationships between physical and human environments. Students will be expected to use relevant maps and diagrams, and to draw on their personal investigation, to support their answer. Answers will be marked out of 25. The total for the unit will be 75 marks.

Assessment sequence The specification has been designed to allow centres, teachers and students maximum flexibility in delivery of the programme of study. It is likely that many AS students will choose to take their first unit in January, and take the other two in June, but there are several other possibilities. Centres should note that whilst assessment units are set out and numbered in a particular sequence, the teaching programme remains the responsibility of the teacher. There is no required order in which the content should be taught or assessed.

12


Some possible assessment routes: 1

The content may be delivered in a fully unit-based format with students entering units in the published examination sittings.

2

The units can be taken in a linear format at the end of two years of study.

3

All AS units could be taken at the end of the first year of study, and all A2 units at the end of the second year. This would be a suitable format for centres offering alternative academic or VCE courses in the second year.

4

There is no prescribed or recommended order for the study of units 1 and 2, or units 4 and 5. Centres will be able to plan a sequence of physical and human units which is most practical or suitable for the individual circumstances.

Awarding and reporting The grading, awarding and certification of this specification will comply with the requirements of the GCE Code of Practice for courses starting September 2002, which is published by the Qualifications and Curriculum Authority. Qualifications will be graded and certified on a fivegrade scale from A to E. Individual results will be reported.

Rules for retaking units ·

There is no restriction on the number of times a unit may be attempted prior to claiming certification for the qualification. The best available result for each unit will count towards the final grade.

·

Results of units will be held in Edexcel’s unit bank for as many years as this specification remains available. Once the AS or Advanced level qualification has been certificated, all unit results are deemed to be used up. These results cannot be used again towards a further award of the same qualification at the same level.

·

Students may retake the whole qualification more than once.

·

Individual assessment unit results, prior to certification of the qualification, have a shelf-life limited only by the shelf-life of the specification.

Language of assessment Assessment of this specification will be available in English only. Assessment materials will be published in English only and all written and spoken work submitted for examination and moderation must be produced in English.


13

Specification content The specification content is formulated within the framework provided by the Geography Subject Criteria. These require that ·

all students should study a range of themes, places and environments involving work at different scales and in different contexts including the UK, and countries in various states of development. At various points in the specification exemplification through the UK is required, while in other sections only the scale of study is specified. This leaves centres and students to select their own preferred locations in which to develop knowledge and understanding through exemplification of specific places and environments, within the framework of the criteria.

·

study of physical processes include terrestrial, atmospheric and biotic processes. This requirement is met through the compulsory study of all content in Unit 1, and questions in the examination will expect students to have covered all content. This allows an element of choice in Unit 4, where only two of the three areas of study need be taught in full. However, the synoptic link (see below) of the third area of study must be taught in full, ensuring that all three processes are also studied as part of the A2 course.

·

study of human processes must include economic, social, political and cultural processes. The requirement is met in a similar way to that outlined for physical processes above.

·

all students should be aware that geographical studies may involve explanations which are partial, tentative and incomplete, and appreciate that changes in geographical ideas and methods may give rise to different interpretations. In each unit there is content which requires this approach, for example the possible mechanisms of plate movement (Unit 1.1.1); the limitations of the demographic transition model (Unit 2.1.2); the issues surrounding global warming (Unit 4.1 synoptic link); weaknesses associated with industrial location theory (Unit 5.1.1).

·

in addition, Advanced GCE students must be introduced to recent ideas, methods and approaches in geography. There are opportunities associated with the content listed here, as well as in those places where there is a more specific requirement, for example the study of El Niño (Unit 4.1.1) and the concept of glocalisation (Unit 5.1.3). These lists are illustrative rather than exhaustive, and students will be expected to demonstrate such awareness and appreciation, wherever relevant, in their examinations. The evaluation of investigative work (Unit 3) allows students the opportunity to demonstrate these qualities in respect of their own research.

The conceptual and contextual themes, geographical skills and key skills have common application in all units. It is intended that students should develop such transferable understanding and skills throughout the course to enhance performance in unfamiliar situations both geographical and non-geographical. Transferability of understanding and skills encourages students’ capacity for critical thinking and improves their own learning. It develops the ability to view geography within a broader perspective and aids understanding. Students should undertake investigative work based on primary and secondary sources throughout the course. In some places this is stated explicitly, for example in Units 3, 4.1.3, 4.2.3, 5.2.2 and 5.3.1, but many other opportunities exist too. In both the AS and A2 units, the specification details the physical processes, human processes and interactions between people and their environments which are required to be studied. In the A2 units the range of scales required will be broader, as will the width and depth of study of physical and human processes.

14


The following glossary explains how the specification has been set out: Concepts These are the basic ideas which help focus the content. They underlie the questions that will be set in the examination. Students should ensure that any material and examples they use are clearly related to these concepts. Scale The scale statement forms the link between concept and content: the concept should be considered at that particular scale by studying that particular content. The scales used are -

Global: the whole world or world regions (eg global population distribution, biomes)

-

International: looking at links between countries (eg migration, trade, supra-national groupings like EU, NAFTA)

-

National: the whole country (eg population distribution in the UK). Data may be compared between two or more countries — this is still national scale.

-

Regional: part of a country (eg the Lake District, Kerala)

-

Local: small scale (eg a ward in a city, individual landforms)

Summary of scale coverage Unit

Global

1.1

International

Regional

Local

3

3

3

1.2

3

3

3

1.3

3

3

3

2.1

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

2.2 3

2.3 4.1

National

3

4.2 4.3

3

5.1

3

3

3

3

3

5.2

3

3

3

3

3

3

3

3

3

3

3

5.3 6

3

3

Content This specifies what must be studied. The geographical terminology used in this column represents the minimum with which students must be familiar. It is not intended to be an exhaustive list. In order that they develop their understanding of the distinctiveness and interdependence of places, study of this content should be in the context of relevant located studies. Reference to such studies may be required to answer questions set in the examination.


15

Guidance This column does not include compulsory teaching content, but offers suggestions that are intended to clarify some of the requirements of the content. For example, it may give an indication of the located studies which would be appropriate to include in a teaching programme. This is not an exhaustive or prescriptive list of places but merely a set of suggestions to help guide students towards the type of exemplification best suited for use in a particular context. The terms LEDC and MEDC are used throughout to refer to less economically developed countries and more economically developed countries. The phrase ‘countries in different states of development’ covers both of these. Synoptic links The synoptic unit (Unit 6) has four themes (see page 30). An understanding of these themes is developed through the study of the ‘synoptic links’ which are identified in each unit. These synoptic links develop out of the content studied in each unit, but are more fully understood when put into the wider context of the course as a whole. Examination questions in Units 1, 2, 4 and 5 will only refer to the content in the first three strands; content which appears only in the synoptic link will be examined only in the synoptic unit. Centres have the option of teaching the synoptic links in context at the same time as the rest of the unit is taught, or reserving them to teach as an integrating theme later in the course. The examination paper for the synoptic unit will assume that students have studied all synoptic links. Resources, skills and techniques The ability to use a variety of geographical resources, skills and techniques should be developed during the course. Some, listed in the table below, apply across all units; others will apply to certain units only, and if assessed, will be assessed only in those units. Such resources, skills and techniques are itemised as part of the relevant unit on the following pages. Resources, skills and techniques applying across all AS and A2 units Sections of articles and text Tabulated data Topographical maps (especially OS 1:25 000 and 1:50 000) Land use maps Choropleth and isopleth maps Aerial and satellite photographs Annotated sketches in the field or from photographs Annotated sketch maps Line graphs and cumulative line graphs Bar charts and histograms Pie graphs and divided bars Scattergraphs, best-fit lines and/or curves Triangular graphs Flow lines Sketch sections, cross-sections and long sections Proportional symbols

16


Resources, skills and techniques applying across all AS and A2 units Mean, mode, median Quartiles and inter-quartile ranges Spearman rank correlation coefficient Chi-square test In addition, students at A2 will be expected to be familiar with using the resources and applying the skills and techniques specified with each individual AS unit. Students at A2 should also be able to use topographical maps from anywhere in the world, including Europe. A table of formulae is provided in the Teachers’ Guide. Some statistical formulae vary between textbooks, for example the formula for Spearman rank correlation. If a statistical technique is used in an examination question, then it will be written as in the table in the Teachers’ Guide. This list of resources skills and techniques represents the minimum range which students should experience and develop. Students will be expected to be able to demonstrate proficiency in and understand all those listed. Students submitting coursework for assessment of Unit 3 should not feel restricted to this list, and are encouraged to use as wide a range of resources, skills and techniques as is appropriate to their enquiry. Key skills opportunity There are many places in this specification where key skills could be developed, and evidence for key skills generated. Some suggestions have been signposted with an asterisk. These suggested opportunities are developed in the key skills section which starts on page 48.


17

Unit 1: Physical environments 1.1: Earth systems CONCEPTS 1.1.1 The earth’s crust is part of a dynamic system

1.1.2 The characteristics and location of igneous activity vary

SCALE Global

·

Evidence for continental drift and plate tectonics

Global

·

Global pattern of plates, their direction and rate of movement; possible mechanisms of movement including convection currents

Regional

·

Processes at constructive, destructive and conservative plate margins, including subduction, convergence, divergence and earthquake activity, and at hot spots

Regional

·

Resulting global patterns of landforms, to include fold mountains, ocean trenches, island arcs, ocean ridges

Global

·

Distribution of volcanic activity

Regional

·

Characteristics and formation of extrusive landforms, to include lava plateaux and cones of different types and their impact on the landscape

Regional/ Local

·

Characteristics and formation of intrusive landforms, to include dykes, sills and batholiths, and their impact on the landscape

Regional/ Local

·

Economic benefits of igneous activity

·

Chemical, physical and biological weathering, to include oxidation, carbonation, solution; freeze-thaw, pressure release, thermal expansion; the action of tree roots and organic acids

·

Physical, human and temporal factors influencing the rate of weathering

Regional/ Local

·

The impact of weathering on the landscape: the formation of regolith, to include scree and soil, and distinctive granite and limestone features

Regional/ Local

·

The impact of weathering on human activity

·

Positive and negative impacts of earthquakes and volcanoes on human activity, both short-term and long-term

·

The importance of risk assessment, prediction and monitoring, and their limitations

1.1.3 Weathering breaks down rocks

Synoptic link: There are relationships between people and tectonic environments

18

Regional/ Local

CONTENT

GUIDANCE Consider a range of evidence (eg shape of continents, fossil, palaeomagnetic, age of rocks)

One example of each type of boundary (eg Africa/South America, South America/Nazca and Pacific/North America)

At least one of each landscape (eg Iceland or Hawaii, Dartmoor or Isle of Arran) A range of activities (eg building materials, minerals, geothermal energy)

At least one granite and one limestone landscape (eg Dartmoor and The Burren) A range of impacts (eg building damage, scenic value of weathered landscapes for tourism, china clay extraction)

It would be useful to develop this content in relation to the studies chosen to illustrate strands 1.1.1 and 1.1.2


1.2: Fluvial environments CONCEPTS 1.2.1 The hydrological cycle is a system 1.2.2 Rivers respond to changing conditions*

1.2.3 River processes have physical and human impacts

SCALE

CONTENT

GUIDANCE

·

The global hydrological cycle (inputs, stores and flows) and the drainage basin cycle to include evapotranspiration, condensation, precipitation, surface run-off, groundwater flow, evaporation, transpiration, infiltration, percolation

·

The causes of rainfall, to include orographic, frontal and convectional processes

Regional/ Local

·

The characteristics of river regimes and the physical and human factors influencing them

Regional/ Local

·

The characteristics of hydrographs and the physical and human factors influencing them, such as weather, climate, rock type, soil, relief, vegetation, antecedent conditions and human activity

Regional

·

The physical and human causes of flooding

One flood event (eg West Midlands 1998)

Regional

·

Downstream changes in velocity, discharge, efficiency (hydraulic radius) channel shape, and the factors that influence these changes

Comparison between expected changes and a specific river

Regional/ Local

·

The channel processes of erosion, transportation and deposition, and the resulting landforms such as valleys, waterfalls, rapids, meanders, braids, levees, ox-bow lakes, deltas, flood plains

Located studies could be linked to rivers studied for 1.2.2

Global

Regional/ Local

Two rivers with contrasting characteristics (eg Wye, Nile)

·

The relationship between river velocity and process (Hjulström curve)

·

The need for, and methods of, managing river processes

One river management scheme (eg Rhine delta)

·

The reasons for and methods of groundwater and river management in countries at different states of development

·

Decision-making issues related to management of the hydrological cycle


Synoptic link: The hydrological cycle is used and managed

Regional/ Local

Additional resources, skills and techniques for Unit 1.2 (see page 16) ·

Stream channel geometry

·

Dispersion graphs

·

Hydrographs

·

Hydraulic radius


* Key skills opportunity (see pages 51 and 51)

19

1.3: Coastal environments CONCEPTS 1.3.1 Coastal processes create characteristic landforms

1.3.2 Changes in sea level over time influence coastal landforms

1.3.3 Coastal areas have distinctive ecosystems which change over time

SCALE

CONTENT · ·

Regional

GUIDANCE

The processes of marine erosion, transportation (longshore drift) and deposition The factors influencing the rate and location of these processes, to include marine (including refraction), atmospheric, geological and human factors

·

Landforms of coastal erosion, to include cliff, wave-cut platform, headland, bay, cave, arch, stack, stump

·

Landforms of coastal deposition, to include beach, spit, on-shore and off-shore bars, tombolo and cuspate foreland

Global

·

The possible physical and human causes of long-term sea level change, to include both isostatic and eustatic change

Regional/ Local

·

Landforms of submergence and emergence, to include ria and fjord, raised beach and abandoned cliff

Regional/ Local

·

The impact of rising sea levels on human use of the coastline

· Local

Two contrasting stretches of coastline to illustrate processes, factors and landforms (eg south Dorset, north Norfolk)

Two contrasting stretches of coastline to illustrate landforms and human impact. Could be the same as used in 1.3.1, or different

How and why plant succession develops from a pioneer community in -

a sand dune ecosystem (psammosere)

-

a salt marsh ecosystem (halosere)

·

How and why coastal ecosystems are modified by human activity

·

The need for coastal management schemes

·

Issues of management, including methods and strategies used, and their possible impact

Two local-scale studies (eg Studland or Ainsdale, Llanrhidian or Blakeney) to illustrate the content

Synoptic link: Coastal processes can be managed*

Regional/ Local


20

It would be useful to develop this content in relation to the studies chosen to illustrate strands 1.3.1, 1.3.2 and 1.3.3

*Key skills opportunity (see page 51)

Sediment budget analysis


Unit 2: Human environments 2.1: Population characteristics CONCEPTS 2.1.1 Populations vary in distribution, density and structure

2.1.2 Populations change over time*

2.1.3 Population changes have socio-economic and environmental implications

SCALE Global/ National

CONTENT

GUIDANCE

·

Physical and human factors affecting distribution of population, including a study of population distribution in the UK

The global pattern of distribution, and a study of the UK

Regional

·

Reasons for variations in density in rural and urban areas

At least two rural areas of contrasting density, and an urban area

National/ Local

·

Characteristics of structure and population pyramids of both LEDCs and MEDCs, at national scale and local scale — rural and urban areas

Two contrasting countries (eg Sweden, India) and typical rural and urban areas within them

National

·

The components of population change, both natural (crude birth rate and crude death rate) and migration

National

·

Reasons for variations in fertility and mortality patterns and rates

Compare data from a variety of countries at different states of development

National

·

The demographic transition model — its application and limitations

National/ Local

·

Changes to population structure — the characteristics of ageing and youthful populations

Compare data at both national level (eg Sweden, India) and local level (eg Bournemouth, Swindon)

National/ Local

·

The socio-economic implications of youthful and ageing population structures, to include dependency

Impacts on national government planning (eg pensions) and on local service provision

Regional

·

Population growth in relation to resources — the views of commentators like Malthus and Boserup

Regional

·

Concepts of over-population, under-population and optimum population

Contrasting regions to illustrate the links between population and resources (eg overgrazing in Ethiopian highlands, resource exploitation in Siberia)

·

Data collection (eg census) and its role in planning and providing services for a changing population

·

Government policies to increase and reduce birth rates — reasons, effects and relative success

Synoptic link: Governments have a direct and an indirect influence on population change

National/ Local


Population census data

·

Dependency ratios

·

Population pyramids

·

Lorenz curves



* Key skills opportunity (see page 51)

21

2.2: Settlement patterns CONCEPTS

SCALE Local/ Regional

·

Physical, human and political reasons for the site and situation of settlements, and distributional patterns

A variety of settlements to illustrate reasons; a variety of areas with contrasting patterns of distribution

National

·

Variations in settlement size, primacy, and the theoretical rank-size relationships at the national scale

Contrasting rank-size patterns (eg Italy, Thailand)

Regional

·

Settlement hierarchies — central place, range and threshold

Regional/ Local

·

Theoretical and practical ways of determining spheres of influence

Study of one region (eg East Anglia)

·

Spatial variations in land use patterns in urban settlements — retail, commercial, industrial, recreational and residential

Contrasting urban areas, at least one in an LEDC and one in an MEDC

·

Economic, political and physical reasons for variations in land use — accessibility, bid rent curves and peak land value

·

Models of urban growth and structure — their application and limitations

2.2.3

·

Settlements change over time*

The nature of changes in urban areas to include function, land use, street patterns, building age and height, population characteristics

·

Reasons for changes in urban areas, including zones of transition and suburbanisation

·

Reasons for and issues associated with edge-of-town development and city centre redevelopment

One edge-of-town development (eg impact of Bluewater on Gravesend)

·

Impact of physical site on settlement growth and expansion

A range of settlements to illustrate positive and negative impacts

·

Policies for managing changing urban and rural settlement

·

Issues, rationales and outcomes of policies

It would be useful to develop this content in relation to the studies chosen to illustrate strands 2.2.1, 2.2.2 and 2.2.3 (eg new towns in UK, Egypt, government-assisted self-help schemes in Sao Paolo)

2.2.1 The size and location of settlements vary, and distinct patterns can be identified

2.2.2 Settlements vary in their internal structure

Local

Local

CONTENT

GUIDANCE

At least one city to show how real life relates to models Contrasting urban areas, at least one in an LEDC and one in an MEDC

Synoptic link: Government policies influence settlement characteristics and patterns*

National/ Local


Rank-size rule

·

Nearest neighbour analysis

·

Break-point analysis

·

Logarithmic graphs

22

* Key skills opportunity (see page 51)


2.3: Population movements CONCEPTS

SCALE

2.3.3 Migrations have an effect on the areas people have left, and the areas they move to

GUIDANCE

·

Population movements, to include a range from short-term circulations through to permanent migration, and from voluntary to forced

·

Migrations can be classified by motive, composition, distance, duration, frequency and direction

·

Application and limitations of gravity models in predicting migration flows

· ·

The influence on migration flows of push and pull mechanisms Economic, social, political and physical motives for migration over different distances and time scales

·

The degree to which migration may be selective — the effects of economic, social and political ‘opportunity’ and ‘constraints’

National

·

Economic, environmental, social and demographic impacts of migration in countries of origin and destination

At least two migrations to illustrate contrasting impacts in countries at different states of development

National/Local National/Local

·

Social and cultural opportunities and challenges at local and national scale

·

The impact of migration on the physical environment

A range of studies to illustrate social/cultural opportunities and challenges (eg Southall, Brixton in London) and physical impact (eg building on slopes in Sao Paolo, abandoned farm land in north Pennines

·

Reasons for, effects of and issues associated with government policies to influence migration into, out of and within a country

·

The causes and consequences of recent migrations and refugee movements

2.3.1 Population movements can be classified 2.3.2 There are a variety of causes and constraints affecting people’s decisions to migrate permanently

CONTENT

International

Local

An overview of the theory underpinning migration studies

Studies at a range of scales covering different motives and countries at different states of development (eg International — India to UK; National — transmigration in Indonesia, refugees from Kosovo to Albania; Local — moving house within an urban area)

Synoptic link: Government policies influence migration patterns

International/ National



Gravity models


23

Unit 4: Physical systems, processes and patterns 4.1: Atmospheric systems CONCEPTS

SCALE

CONTENT

GUIDANCE

4.1.1

·

Insolation, albedo and the earth’s heat budget

The atmosphere is dynamic

·

Factors affecting global surface and upper air circulation; the tri-cellular model

Global

4.1.2 Different weather systems cause characteristic weather conditions

Regional/ Local

4.1.3 Human and physical factors affect the atmosphere at a local scale

Local

- its application and limitations

Hadley, Ferrel and Polar cells; disruption by westerlies

·

Reasons for global patterns of pressure and wind, including periodic changes such as the El Niño effect

·

Orographic, frontal and convectional mechanisms of uplift

·

Development of high and low pressure systems in both tropical and mid-latitude areas (hurricanes, depressions and anticyclones)

Formation, movement and change

·

Weather associated with different air masses and with high and low pressure systems

Air masses and pressure systems affecting the British Isles only

·

Impact of hurricanes, depressions and anticyclones on human activity

Located study of a hurricane; impact of pressure systems in Britain (eg on farming, leisure)

·

Tephigrams

·

Lapse rates (ELR, DALR and SALR) and their relationship with atmospheric stability Characteristics of the weather associated with different states of stability

·

Measurement and recording of local weather

Local fieldwork using instruments of a weather station would be useful

·

Urban micro-climates including temperature (heat island), wind, visibility, precipitation

Study of one urban area (eg London)

·

Possible impacts of humans on weather and climate, including pollution, ozone destruction, global warming, cloud seeding Weather hazards and their impact on human activity, to include hurricanes, tornadoes and drought, with an emphasis on recent events

It would be useful to develop this content in relation to the studies chosen to illustrate strands 4.1.1, 4.1.2 and 4.1.3. This strand should focus on impact rather than process.

Pressure gradient, Coriolis effect and centripetal forces

Absolute and relative stability, instability

Synoptic link: Weather and human activity are interdependent

Global/ Regional/ Local

·

Additional resources, skills and techniques for Unit 4.1 (see page 16) · ·

24

Synoptic weather charts Lapse rates


4.2: Glacial systems CONCEPTS 4.2.1 Glaciers are dynamic systems 4.2.2 Glacial conditions produce characteristic landforms over a wide area

4.2.3 Fluvio-glacial and periglacial areas have distinct features

SCALE

CONTENT

GUIDANCE Presented graphically or diagrammatically

·

The glacier system of inputs, outputs and stores; annual budget (accumulation and ablation) and the impact on advance or retreat (mass balance)

·

How and why glaciers move; the difference between ‘cold’ (polar) and ‘warm’ (temperate) glaciers

Mechanisms of movement, importance of location

·

Processes of glacial erosion (plucking and abrasion), weathering, transport and deposition. Factors influencing the rate of these processes

·

The range, variety and location of erosional landforms; their impact on human activity

·

The range, variety and location of depositional landforms; their impact on human activity

At least one glaciated landscape to illustrate the landforms and the effect of the processes and factors. A range of impacts on human activity should be studied — these may include may include farming, communications, tourism and mineral extraction, depending on the study area(s). Fieldwork would be useful to investigate these impacts

Local

·

Field evidence to distinguish glacial landforms from fluvio-glacial landforms, to include stratified and unstratified drift, striations, varves, shape and size of material

Regional/ Local

·

The range, variety and location of fluvio-glacial landforms, to include eskers, kames, overflow channels; their impact on human activity

Regional/ Local

·

The range, variety and location of periglacial landforms, to include patterned ground, pingos, solifluction sheets/lobes; their impact on human activity

At least one located study to illustrate the landforms. A range of impacts should be studied — these may include communication, mineral extraction, building, agriculture, depending on the study area(s)

·

Opportunities and challenges exist in upland areas (either glaciated in the past and/or currently active) for tourism, energy production, quarrying, transport, agriculture, settlement, etc

·

Periglacial and permafrost environments present their own challenges and opportunities

It would be useful to develop this content in relation to the studies chosen to illustrate strands 4.2.2 and 4.2.3. This strand should focus on challenges and opportunities, rather than process

Local

Regional/ Local

There are opportunities for primary investigation here

Synoptic link: Glaciated and periglacial areas offer opportunities and challenges for human activity

Regional/ Local


Till fabric analysis

·

Radial graphs


25

4.3: Ecosystems CONCEPTS 4.3.1 Ecosystems are dynamic systems

4.3.2 There are globalscale ecosystems

4.3.3 Soil characteristics are influenced by a variety of factors and processes

SCALE

CONTENT

GUIDANCE

Local

·

The components of ecosystems and their interrelationships, to include energy flow, food web, food chain, trophic levels, trophic pyramid, nutrient cycle. Concept of succession, to include lithosere and hydrosere

A located study of each ecosystem (eg Krakatoa, Sweet Mere (Shropshire)). Fieldwork would be useful to study at least one ecosystem

Global/ Local

·

Human and physical factors affecting spatial and temporal variations in ecosystem/ biome productivity (net primary productivity and biomass)

Main global biome types, with exemplification related to studies used in 4.3.2

Global/ Regional/ Local

·

The influence of terrestrial, atmospheric and human factors on the distribution, structure and functioning of ONE grassland and ONE forest biome

For example distribution of tropical grassland and boreal forest; link with 4.3.1

Regional/ Local

·

The concept of climax communities and secondary succession

·

The role of human activity in producing plagio-climax communities

Local

·

Factors include parent material, climate, topography, organisms, time and human activity

Global

·

The zonal concept of soil classification

Local

·

Processes include weathering, humification, translocation, leaching, podsolisation, gleying, capillary action

Local

·

The influence of physical and human factors and processes on soil profiles

·

The management opportunities and challenges associated with grassland and forest ecosystems

·

The causes and management of soil erosion

One study to illustrate human influences

Study of one zonal soil (eg podsol or chernozem) and one intrazonal soil (eg rendzina, terra rossa) and their typical profiles

Synoptic link: Ecosystems offer opportunities and challenges for human activity

Regional/ Local

It would be useful to develop this content in relation to the biomes chosen to illustrate strand 4.3.2


26

Soil maps


Unit 5: Human systems, processes and patterns 5.1: Economic systems CONCEPTS

SCALE

5.1.2 Employment structure, organisation and location are dynamic*

The classification and characteristics of economic activity (primary, secondary, tertiary and quaternary)

Problems of definition

·

The influence of physical factors and the natural environment on industrial location

·

Classical location theory (eg Weber) and its weaknesses when applied to modern manufacturing industry

·

Factors affecting present-day industrial location, concepts of optimal and nonoptimal locations, behaviouralist and structuralist explanations

Investigation of at least one large-scale manufacturing industry (eg vehicles, chemicals, iron and steel) and one modern high-tech industry to illustrate the content; contrasts should be made between LEDCs and MEDCs

International/ National/ Regional National

·

Changes in the employment structure within the UK since 1945 and changes in the nature of employment

·

The rise and decline of consumer industries in MEDCs

National

·

The rise of manufacturing in NICs, and the environmental impact of that growth

Global

·

The emergence of a new international division of labour

·

Transnationals and the globalisation of production, and the concept of glocalisation

·

The impact of globalisation on employment structures throughout the world

·

Political processes influencing the location of industry

·

The emergence of large trading blocs and their impact

·

The interrelationships between the physical environment and industrial location, and the management of environmental impact The role of government in the control and modification of the relationship between industry and the environment, and the response to changing values and attitudes within society as a whole

National/ Regional

5.1.3 The globalisation of industry and the role of governments is increasing

GUIDANCE

·

5.1.1 Economic activity is highly varied in employment structure, organisation and location*

CONTENT

Global/ National/ Local

Studies of manufacturing migration from MEDCs to LEDCs. Location of production, management and R&D for selected industries Investigation of at least one TNC to exemplify globalisation and glocalisation in, for example, the automobile industry The impact of government planning controls, pressure groups and political processes Study of impact of at least one trading bloc (eg EU, NAFTA)

Synoptic link: Industrialisation and de-industrialisation have an impact on the physical and human environment

National/ Regional/ Local

·


Isotims, isodapanes

·

Location quotients

·

It would be useful to develop this content in relation to the studies chosen to illustrate strands 5.1.1, 5.1.2, and 5.1.3

* Key skills opportunity (see page 50) Space cost curves


27

5.2: Rural-urban interrelationships CONCEPTS 5.2.1 The process of urbanisation is dynamic and varied

5.2.2 In most rural areas, agriculture remains the dominant land use

5.2.3 There is an interdependence between urban and rural environments

SCALE Global

·

The location and distribution of the world’s major urban areas

Description and explanation

Global/Local

·

Reasons for, and factors affecting, urbanisation as a process, from the preindustrial city to the post-industrial city

Global

·

Global variations in the rate and characteristics of present-day urbanisation

National/ Local

·

The economic and political processes in the management of urban areas

Studies of a range of world cities with varying characteristics; studies chosen should bring out contrasts in countries at different states of development.

Global

·

A classification and description of agricultural systems at a global scale

Regional/ Local

·

The physical constraints of agricultural systems

Regional/ Local

·

Investigative work on the social, economic and political factors influencing agricultural land use

Global/International

·

The globalisation of food production and the politics of that global production

· ·

The changing resource base of the rural environment, especially in MEDCs The patterns apparent on the urban/rural fringes in MEDCs and LEDCs, and the processes involved

·

The influence of urban economies on the socio-economic characteristics of rural areas

·

The management of waste in cities — the problems of water and air quality control, and waste disposal

·

The growth of the leisure and tourist industry, and its social, cultural and economic impact on rural environments

Regional/ Local

CONTENT

GUIDANCE

Studies of a range of systems across LEDCs and MEDCs to illustrate the constraints and factors (eg wet rice, pastoral nomadism, commercial wheat farming, ranching). Fieldwork in relation to one of the systems would be useful. Investigation using internet (eg NFU website). Studies to include the politics of food production Studies at regional scale (eg national parks) and local scale to illustrate the content; conflict and planning problems (eg in green belts); changes in villages and towns embraced by the urban economy

Synoptic link: Rapid change has created pressures on rural-urban interdependence

Regional/ Local



Locational (economic) rent

·

Agricultural land use maps

28


5.3: Development processes CONCEPTS 5.3.1 The world is characterised by wide variations of development

SCALE

National

CONTENT ·

Development can be understood on a number of levels, including social, economic, cultural and political

·

Investigative work to measure development using a range of indicators, including composite measures such as the Human Development Index

·

Development can be defined in terms of its sustainability over time

·

The complex relationship between natural resources and development

·

Regional variations in economic, social and political development

· ·

Reasons for and the impact of regional development policies Models of economic growth, eg Myrdal (cumulative causation) and growth-pole theory — their applications and limitations

·

Advantages and challenges of core and peripheral regions, to include positive and negative multiplier effects, and spread and backwash effects

National

·

The economic, social, political and cultural factors affecting the rate and nature of development

National

·

Positive and negative consequences of development, including neo-colonialism, dependency and the debt crisis


·

The role of international links — aid, trade, and lending institutions — in the development process

·

The role of values and attitudes in determining the type and rate of development

·

The concept of sustainable and unsustainable development at national and global scales

5.3.2 Within countries there are wide variations in economic growth and development

National/ Regional

5.3.3 Development is a process which changes through time

GUIDANCE Contrasting studies of a range of countries at different states of development to illustrate the content. Data (eg from Population Concern CDRom) should be analysed

Studies of contrasting regions within one MEDC and within one LEDC, to include variations and development policies. Study of models should be related to actual regions/countries to illustrate the required content Studies should include NICs such as Taiwan, South Korea Studies should be chosen to illustrate the required content (eg trade/aid relationships in Latin America)

Synoptic link: The world is increasingly interdependent



It would be useful to develop this content in relation to the studies chosen to illustrate strands 5.3.1, 5.3.2 and 5.3.3

29

Unit 6: Synoptic: People and their environments The synoptic unit is designed to assess students’ ability to draw on their understanding of the connections between different aspects of the content in the specification. They will be required to apply knowledge, critical understanding and skills, learned in other units, to four synoptic themes. Throughout their study of the units, the students should be aware of the four themes, and the requirement to demonstrate the generic understanding and skills listed below. Synoptic themes:

The synoptic unit requires knowledge, understanding and skills related to:

6.1

a

i

Physical environments influence human activity

the gathering of evidence to support critical understanding, opinion and discussion

drawing on exemplification from different units at a range of scales

b

an understanding of how geographical processes are the result of multi-causal interactions

ii

drawing on, comparing and contrasting locations from different units

Human activities modify physical environments

c

an awareness that geographical understanding can assist prediction, decision-making and planning

iii

6.3

d

an appreciation that with geographical understanding the physical and human environment may be controlled and/or managed for a sustainable future

applying ideas and concepts from different units, in a context unfamiliar to them, to contrasting human environments

iv

demonstrating an appreciation of spatial and temporal variations

v

demonstrating their contemporary knowledge and understanding of geographical issues by reference to recent events (particularly those which occurred during their period of study)

vi

applying evidence of personal investigation to support their critical understanding of the themes

6.2

Physical and human resources may be exploited, managed and protected 6.4 Communities and their governance influence geographical interrelationships at a range of scales

30

e

an awareness of the role of individuals, communities and organisations (at a range of scales) in determining geographical outcomes

Students will be expected to examine the synoptic themes by:


Unit 6: Synoptic: people and their environments contd SYNOPTIC THEME

SYNOPTIC LINK CONTENT IN RELATION TO SYNOPTIC THEMES ·

Positive and negative impacts of physical processes and environments (tectonic, hydrological, coastal, glacial/periglacial, biotic and atmospheric) on human environments and activities, in both the short-term and the long-term. To include the influence on people, their settlements, economies and development. The opportunities and challenges of wilderness areas including periglacial and upland areas.

·

The characteristics and impacts of hazards: tectonic, including earthquakes, landslides and volcanic eruptions; hydrological, including coastal and river flooding; atmospheric, including hurricanes, tornadoes and drought. The impacts in rural and urban areas in countries at contrasting states of development.

·

Modification of the physical environment by direct, indirect, intentional or unintentional human activity. Multi-causal impacts in rural and urban areas. To include the extent of resulting changes to the characteristics, processes and systems of terrestrial, hydrological, atmospheric and biotic environments.

·

Changes in land use to include impacts of agriculture, deforestation, soil erosion; industrialisation, de-industrialisation, tourism, expansion of settlements and varied socio-economic developments. To include pollution of land, water and atmosphere.

6.3

·

Physical and human resources may be exploited, managed and protected

Management of the environment to control processes, systems and hazards. Risk assessment, prediction and monitoring to support the decision-making process. Issues related to the design of strategies for control and management.

·

Reasons for exploiting, managing and protecting terrestrial, hydrological and biotic resources. Methods of management of the resources. Changing values and attitudes to the use of physical and human resources. To include changing sources of energy, and organic farming. People as a resource and the exploitation of labour. The case for sustainability and planning at a range of scales.

6.4

·

Governance at different scales and through different groupings. Reasons for strategies and policies of governments, NGOs, local authorities, pressure groups and decision-making bodies. The impacts of these policies on physical and human environments. The impacts of the strategies and policies on the numbers, distribution and movement of people. The impact of war, political and economic groupings, trade and aid. The importance of accurate data in prediction and planning. Consequential effects on the physical environment.

·

The changing nature of rural and urban communities and their interrelationships in countries at different states of development. The impact of new forms of communication and employment. The management of development at local, regional, national and international level. The importance of different values and attitude in establishing sustainable communities and economies. Consequential effects on the physical environment.

6.1 Physical environments influence human activity

6.2 Human activities modify physical environments

Communities and their governance influence geographical interrelationships at a range of scales


31

Unit 3: Coursework or Applied geographical skills examination In this unit students will be expected to show ability and skills in the collection, handling and interpretation of information, and its representation by maps, diagrams or other means. Students will be expected to show an awareness that geographical ideas and methods may lead to different investigations, and that their explanations may be partial and tentative. This unit has the option of two forms of assessment: ·

EITHER Unit 3a, a personal enquiry based on fieldwork to demonstrate critical understanding and skills in a context selected by the student

·

OR Unit 3b, an examination paper based on fieldwork to demonstrate critical understanding and skills in an unfamiliar context.

Students may enter for either the personal enquiry or the examination. It will be possible for students to retake this unit, and the alternative assessment method may be chosen — eg students who submit a personal enquiry in one series may retake the unit via examination in another series. The two options are complementary yet distinct: The personal enquiry requires students to undertake a small-scale investigation into a topic of their choice, based on direct fieldwork experience plus secondary sources. Through writing up their coursework, they will have an opportunity to show an in-depth understanding of the chosen topic. The enquiry enables students to develop their geographical understanding of one or more aspects of the specification and to explore interrelationships between different strands of geography. The applied geographical skills examination will provide an opportunity for centres to undertake a broader range of fieldwork exercises in both physical and human geography as represented in the specification. In the examination, students will be expected to apply their personal fieldwork experience to an unfamiliar situation, and to demonstrate their understanding of contrasting fieldwork investigations. This route enables students to develop their geographical understanding of a number of aspects of the specification and to explore interrelationships between different strands of geography.

Unit 3a: Personal enquiry Students will be required to submit an approved personal enquiry for assessment based on a topic from one or more of the AS or A2 units. The investigation must be based on the student's own direct fieldwork experience, but appropriate secondary sources may also be used. The emphasis is on a field investigation personally undertaken by the student. Where data collection results from group work, a student's own data collection must be clearly identified.

Designing and planning the personal enquiry Students will be required to seek approval for their coursework plan before beginning work on it. The design and plan of the personal enquiry should be outlined on the coursework proposal form (Geog A1 — see Appendix 3). The completed form will contribute to the mark in assessment criterion 1 (Investigation design and planning).

32


In its design and plan the enquiry should be: ·

investigative: a question, a relationship or a problem is identified so that the work has a clear focus. Examples could be, ‘How does a confluence change a river’s channel and its characteristics?’ or the testing of a hypothesis such as, ‘Land use changes in Chester are concentrated in the inner-city-zone’;

·

analytical: the enquiry should attempt to seek explanations for observed data in depth rather than breadth;

·

manageable: the enquiry should be conducted at an appropriate scale where there is accessible and available data for the student to collect;

·

individual: students should be able to measure data, use a variety of field methods, techniques and analysis, and formulate conclusions. It may be appropriate that those conclusions are partial or tentative. Students may, especially in the early stages of data collection, work as part of a group or on organised field courses. However, each enquiry should have a clearly individual outcome.

In addition, the enquiry should enable students to meet ·

all the assessment criteria, and

·

the standards of communication required for AS GCE.

Teacher guidance and supervision This is expected to support the student, and may include: ·

the organisation of work in small groups (for example 10 students) in order to collect/measure a substantial volume and range of data. Students should be able to incorporate their own primary data and use data from other students as secondary data;

·

advice on the appropriateness of a topic for investigation. Where group work is undertaken teachers should be satisfied that there is sufficient scope for individuality within each topic to enable all students to reach the highest level in each of the marking criteria;

·

advice on the formulation of the enquiry proposal;

·

advice on the availability, safety, volume and variety of data collection. Teachers are expected to use the planning and design stage of the enquiry to discuss relevant health and safety issues with students, for example personal safety along rivers and coasts, as well as safety when conducting questionnaires;

·

monitoring progress and helping with unforeseen problems at any stage of the work;

·

advice on the development of key skills throughout the enquiry, and the development of portfolio evidence towards certification of the key skills.

It is expected that teachers will be able to confirm the authenticity of the students’ individual work and provide proper assessment of it. It is important to keep teacher guidance reactive to the students’ questions and to ensure that the guidance gives options for the students to make choices. The guidance must not be directive or proactive, in which the student is told what to do, as this may result in loss of marks. (See page 40 for notes on teacher guidance.)


33

Approval of proposals 1

A copy of the proposal form (Geog A1 — see Appendix 3) should be made for each student.

2

Completed Geog Al forms should be sent to Edexcel six weeks ahead of the start of the fieldwork. Forms should be received no later than 1 February for coursework moderation in June. Centres are advised to keep a copy of the forms submitted.

3

There will be three responses to the proposal form by Edexcel. -

Approved

-

Approved subject to modification. In this case Edexcel will indicate areas of concern which the student and/or teacher is expected to address.

-

Resubmission required. In this case Edexcel will indicate where there are potential flaws in any aspect of the proposal which are likely to lead to an unsuitable enquiry.

Completion of the personal enquiry The report should: ·

be presented on A4 paper secured together in a lightweight folder bearing the student's name and number, and centre name and number. The original Geog A1 form must be included;

·

consist of text, supported by relevant maps, diagrams, tables and other illustrations, reduced to A4 size or folded to fit into the folder;

·

be no more than 2,500 words in length. Enquiries outside this range cannot achieve full marks as detailed in the mark scheme;

·

be legibly handwritten, typed or word processed;

·

contain neatly presented illustrations demonstrating the student's ability to create maps and diagrams (computer-generated graphics may also be included);

·

contain a bibliography;

·

contain an Appendix only where absolutely necessary. Any material which is vital to the analysis, interpretation and conclusions of the enquiry should be integrated into the body of the text.

34


Coursework assessment criteria Completed personal enquiries should be submitted to the student’s teacher for assessment using the following criteria:

Investigation Design and Planning (12 marks) This section should: a

make a clear statement of the aims and objectives of the enquiry

b

provide sufficient theoretical background necessary to introduce the topic and set it in its geographical context, including the location to be used

c

reflect the ability of the student to identify geographical investigations independently.

(*See also paragraphs regarding teacher assistance on page 40) 10 – 12

The proposal form is well organised with a clear and realistic plan of how the fieldwork is to be carried out. In the enquiry the student gives a full statement of the aims and shows an ability to identify geographical questions/issues of his/her own. The aims are clearly linked to relevant theoretical background and the location is set in its geographical context. The enquiry is within the word limit of 2,500 words.

7–9

The proposal form lists appropriate aims, and the plan is a sound attempt to show how much of them will be achieved. In the enquiry the aims and location are described, and at least some of the questions/issues are developed by the student individually. A link is made to some relevant theoretical background. The enquiry is within the word limit of 2,500 words.

4–6

The proposal form lists some aims and there is a listing of some relevant data to be collected. In the enquiry the aims and location are stated to give a clear idea of the intentions. The questions/issues to be investigated are identified with some assistance*. References to theoretical background should have some relevance but may not be linked to the aim. This level represents the maximum mark for students whose work is over 2,500 words.

1–3

The proposal form is completed with much assistance* to show aims and planning. In the enquiry the aims and location give some idea of what is intended. Questions/issues to be investigated are identified for the student. If theoretical background is referred to, it does not advance the aim.

0

The student shows no understanding or ability in the planning of a geographical enquiry.


35

Data Collection (9 marks) The student should identify, select and collect quantitative and qualitative data using a range of techniques. There should be evidence of methodical observation, practical skills and procedures, measurement and collection of data. The data collection should be predominantly primary with supporting secondary data where appropriate, and has to be the student’s own work. If the data is to be collected in groups for safety or logistical reasons, each individual student must demonstrate his/her own practical data collection. The intention to collect data in groups must be clearly stated at the approval stage detailed earlier. This section should: a

identify, describe and justify the methods of data collection

b

show evidence of observation, practical skills and procedures

c

recognise the range of factors affecting the accuracy or validity of data collection.

(*See also paragraphs regarding teacher assistance on page 40) 7–9

The student follows a systematic research programme and collects sufficient data to meet the aims of the enquiry, making a range of accurate observations and measurements. The data collection methods, including sampling, are justified and significant factors affecting them are taken into account.

5–6

The student makes accurate observations and measurements. The data collection methods, including sampling, are explained, and some factors affecting them are commented on.

3–4

The student collects a narrow range of data. He/she may require some assistance* in working on this part of the enquiry. Data collection methods are described, and some factors affecting them are noted.

1–2

The student shows a limited ability to complete research or make observations. There may be only one method of data collection. He/she may require much assistance* in working on this part of the enquiry

0

36

The student is unable to carry out research into the topic chosen.


Data Presentation (9 marks) This section awards marks for a

independent choice of a variety of appropriate presentation techniques

b

understanding and application of appropriate presentation techniques

c

skills of presentation of the data/material relevant to the purpose of the enquiry. This includes the appropriate use of computer-generated material, designed to illustrate specific points.

(*See also paragraphs regarding teacher assistance on page 40) 7–9

The student selects an appropriate and varied range of presentation techniques which may include cartographic, graphical, diagrammatic and statistical techniques. They are executed precisely, accurately and with understanding, and are suitably labelled and annotated. They are integrated into the text and give a well-organised and logical presentation of the data collected.

5–6

The student selects and uses appropriate presentation techniques, all of which are competently executed and clearly labelled. The data collected is organised and presented in a clear way.

3–4

The student selects and uses a limited range of straightforward techniques, most of which are appropriate. They are executed neatly, and there is sufficient labelling for their meaning to be clear. There is some meaningful organisation of the data collected but the student may require some assistance* in working on this part of the enquiry

1–2

Simple techniques are used, some of which are appropriate. The student may rely on one or two methods. Labels may give only some of the information required. The student makes an attempt to organise the data collected, but may require much assistance* in working on this part of the enquiry.

0

The student makes no attempt to present the data collected.


37

Analysis and Interpretation (18 marks) The analysis is expected to identify spatial and temporal patterns and links in the data collected, and collate information from text and images. Interpretation requires students to suggest explanations for the patterns and interrelationships they have identified, supported by logical use of evidence collected. This section awards marks for: a

depth and breadth of analytical comment on the data presented, including appropriate statistical analysis, relevant to the aims of the enquiry established at the outset.

b

depth and breadth of interpretation of data collected with reference to the aims of the enquiry

c

identification and discussion of comparisons and interrelationships between the data collected.


The student produces an effective, coherent and independent analysis and interpretation which draws upon all the information collected and presented, and is directly related to the stated aims. Significant interrelationships and patterns are identified and developed. Statistical analysis and significance testing are used accurately and when appropriate. Where group data collection forms part of the enquiry, there is clear evidence of individual analysis. A good range of appropriate geographical terminology is used, and there are few, if any, errors in grammar, punctuation or spelling.

9 – 13

The student produces some independent analysis and interpretation, referring to the aims of the enquiry and using most of the data collected and presented. Some interrelationships and patterns are identified and commented on. Statistical analysis is accurate if used. Where group data collection forms part of the enquiry, there is some evidence of individual analysis. Appropriate geographical terminology is used, but there may be occasional errors in grammar, punctuation and spelling.

5–8

The student makes some relevant analytical points, establishing a link with the aims of the enquiry, and referring to much of the data collected. Some interrelationships and patterns are noted. He/she may require some assistance* in working on this part of the enquiry. Appropriate geographical terminology is used in some places, but there may be noticeable errors in grammar, punctuation and spelling.

1–4

The student describes what the collected data shows, and may, with much assistance*, identify some interrelationships and patterns. There is no explicit link between any analytical points and the aims of the enquiry. Appropriate geographical terminology is used infrequently, and there may be intrusive errors in grammar, punctuation and spelling.

0

38

The student makes no attempt to analyse or interpret the data collected.


Conclusions and Evaluation (12 marks) This section should: a

summarise and draw threads together to make logical conclusions from the enquiry

b

return to the aims and purpose of the enquiry to evaluate and synthesise specific findings

c

recognise limitations of the evidence and the conclusions drawn

d

evaluate the approaches to the enquiry and suggest further aspects for study.


The student draws on all the information gathered to provide answers and reach conclusions which are expressed clearly and succinctly. Conclusions relate directly to the aims of the enquiry, derive from the data collected and are justified. There is an awareness that they may be partial, tentative or incomplete. There is an evaluation of the enquiry as a whole, and where relevant there is comment on opportunities to extend the study. A good range of appropriate geographical terminology is used, and there are few, if any, errors in grammar, punctuation or spelling.

7–9

The student refers to the data collected and draws some logical conclusions which relate to the aims of the enquiry. There is some awareness that they may be partial, tentative or incomplete. There is some evaluative comment, and some opportunities for further study may be described. Appropriate geographical terminology is used, but there may be occasional errors in grammar, punctuation and spelling.

4–6

There is some use of the data collected, and some obvious or straightforward conclusions are offered, perhaps with some assistance*. Only some of the aims of the enquiry may be addressed. Conclusions may be presented as facts, rather than have their partial, tentative or incomplete nature discussed. Opportunities for further study may be stated. Evaluative comments are likely to consider the success of the data collection, rather than reflect on the wider enquiry. Appropriate geographical terminology is used in some places, and there may be noticeable errors in grammar, punctuation and spelling.

1–3

The student may require much assistance* to provide a basic conclusion. It may have only an indirect link to the data collected and/or the aims of the enquiry. Much of the comment may repeat ideas already raised elsewhere, probably in the analysis. Appropriate geographical terminology is used infrequently, and there may be intrusive errors in grammar, punctuation and spelling.

0

The student makes no attempt to draw conclusions to the enquiry.


39

Quality of written communication The criteria for assessing quality of written communication are detailed on page 9 of this specification. They are applied to the coursework (Unit 3a) in the following way: ·

the ability to ‘select and use a form and style of writing appropriate to purpose and complex subject matter’, and ‘to organise relevant information clearly and coherently’, is assessed in Investigation Design and Planning. Students must organise and write their enquiry in such a way that they fulfil their aims within the maximum word limit

·

the ‘use of specialist vocabulary’ and the ability to ‘ensure text is legible, and spelling, grammar and punctuation are accurate so that meaning is clear’ are assessed in Analysis and Interpretation, and Conclusions and Evaluation.

Guidance on teacher assistance A distinction needs to be made between monitoring progress and help or advice given to students as the enquiry is completed. Any such help or advice must be noted on the reverse of the marksheet (Geog A2). The following definitions are given for the guidance of teachers and should be read carefully and taken into account when assessing the work of students. Little assistance: The teacher supports the student initially in the choice of topic for investigation. Thereafter the teacher occasionally assists the student, and only when asked, but monitors progress throughout. This level will enable students to access the full range of marks in all criteria. Some assistance: The teacher supports the student initially in the choice of topic for investigation. Thereafter the teacher reacts to questions from the student and suggests a range of ideas that the student acts upon. The student frequently checks matters of detail. The teacher needs to assist in some aspects of the work. This level will enable students to access all but the two highest mark bands in the relevant criteria. Much assistance: the student has to be guided and advised throughout the enquiry to ensure that progress is made. The student relies on the technical help of the teacher, who has to assist in most aspects of the work. This prevents students reaching the three upper mark bands in the relevant criteria.

The submission and moderation of marks for the AS coursework Coursework moderation Information about moderation procedures will be sent to centres making entries for this Specification.

Copying No credit should be given for work known to have been copied directly from textbooks or from any other sources or from other students. Edexcel must be notified if substantial amounts of copied work are submitted and this may result in disciplinary action.

40


Authentication statement and word count The marksheet (Geog A2) contains an Authentication Statement which must be signed by both the student and the teacher, and included in the student’s coursework folder. Students are reminded that there is a word limit of 2,500 words. Enquiries exceeding this limit cannot achieve full marks as detailed in the mark scheme.

Return of coursework The enquiries inspected by Edexcel will be returned to each centre after the publication of results. All enquiries still held at the centre should be kept available for inspection until the closing date for enquiries about results. After this time enquiries may be returned to the students. Edexcel reserves the right to retain examples of personal enquiries completed by students in a particular examination for grading and other purposes.

Unit 3b: Applied geographical skills examination This unit is offered as an alternative to the personal enquiry unit (Unit 3a). Students will be expected to participate in at least two days of fieldwork related to the course. The examination will expect experience of both physical and human fieldwork, involving the use of equipment to collect data. As a result of this fieldwork, students will be expected to be able to: a demonstrate their understanding of – accurate measurement and sampling – data handling – interpretation of both primary and secondary data – data representation by maps, diagrams or other means; b show an awareness that geographical ideas and methods may lead to a variety of investigations, and that explanations may be partial or tentative; c exercise transferable understanding and practical and fieldwork skills from the AS units, to enhance analysis and critical thinking in an unfamiliar situation; d draw on their fieldwork experience; e refer to specific details of their fieldwork investigations; f respond to unfamiliar fieldwork data. The expectations listed in (a) to (f) above can be expanded as follows, and in the examination students may be asked to · outline the aims and objectives of a fieldwork exercise · draw on theoretical knowledge to justify a fieldwork exercise · identify, describe and justify different methods of data collection · show evidence of observation and practical skills · recognise a range of factors affecting any fieldwork investigation · suggest a variety of presentation techniques appropriate to any fieldwork investigation · demonstrate appropriate geographical skills of presentation · make analytical comment about fieldwork data, showing an awareness of other factors influencing that data · summarise and make logical conclusions from fieldwork data · demonstrate an appreciation of the limitations of fieldwork evidence · suggest or comment on opportunities to extend a fieldwork investigation. Students should be familiar with using the geographical resources skills and techniques listed on page 16, together with those identified specifically for Units 1 and 2 on pages 18 to 23.


41

The relationship between the personal enquiry and the applied geographical skills examination

Investigation Design and Planning

Data Collection

Data Presentation

Analysis and Interpretation

Conclusions and Evaluation

42

Applied geographical skills

Personal enquiry

are outlined below. Students will be asked in the examination to write about selected skill areas in relation to their own work undertaken in the field, or in relation to an unfamiliar context. Unless otherwise stated, students will be expected to refer to resource material supplied and their own fieldwork experience in all answers.

skills are outlined below. Students are expected to provide evidence of these skills in the writing up of their chosen practical fieldwork investigation.

·

outline the aims of fieldwork exercises undertaken

·

outline the aims of the enquiry

·

·

identify geographical investigations

identify potential geographical investigations in new situations

·

·

apply knowledge and critical understanding of the content specified in Units 1 and 2 to geographical investigations

provide sufficient theoretical background necessary to introduce the topic and set it in its geographical context, including the location to be used

·

identify, describe and justify methods of data collection

·

identify, describe and justify methods of data collection

·

show an understanding of practical skills and procedures

·

show evidence of observation, practical skills and procedures

·

show an understanding of, and application of, appropriate sample sizes and sampling methods

·

show an understanding of, and application of, appropriate sample sizes and sampling methods

·

evaluate possible methods of data collection and give an account of any associated problems and limitations

·

evaluate methods of data collection and give an account of any associated problems and limitations

·

select and apply a variety of appropriate presentation techniques

·

select and apply a variety of appropriate presentation techniques

·

demonstrate skills of presentation of the data/material relevant to the purpose of an enquiry

·

demonstrate skills of presentation of the data/material relevant to the purpose of an enquiry.

·

understand and apply appropriate techniques

·

understand and apply appropriate techniques

·

analyse and comment on data presented, including appropriate statistical analysis

·

analyse and comment on data presented, including appropriate statistical analysis.

·

interpret data from fieldwork and resource material, and resource material provided in an examination

·

interpret data from fieldwork and resource material

·

identify and discuss comparisons and interrelationships between the data collected

·

identify and discuss comparisons and interrelationships between the data collected

·

show an awareness of factors which would affect interrelationships between data in an investigation

·

show an awareness of factors which would affect interrelationships between data in an investigation

·

summarise data from fieldwork and resource material

·

summarise data from fieldwork and resource material

·

make logical and coherent concluding comments

·

make logical and coherent concluding comments

·

recognise limitations of evidence used to reach conclusions

·

recognise limitations of evidence used to reach conclusions

·

recognise further lines of investigation

·

recognise further lines of investigation


The relationship between Assessment Criteria and the Assessment Objectives for Unit 3 At Advanced Subsidiary GCE AO1

AO2

AO3

AO4

Total %

Mark/60

Investigation, Design and Planning

0

2

2

4

8

12

Data Collection

0

0

0

6

6

9

Data Presentation

0

0

2

4

6

9

Analysis and Interpretation

0

2

5

5

12

18

Conclusion and Evaluation

0

2

3

3

8

12

Totals

0

6

12

22

40

60


43

Grade descriptions Both the AS and Advanced GCE qualifications are graded on a five-grade scale: A, B, C, D and E. Students who fail to reach the minimum standard for grade E are recorded as U (unclassified) and do not receive a qualification certificate. Individual assessment unit results will be certificated. The following grade descriptions indicate the level of attainment characteristic of grades A, C and E at Advanced GCE. They give a general indication of the required learning outcomes at the specified grades. The descriptions should be interpreted in relation to the content outlined in the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the student has met the assessment objectives overall. Shortcomings in some aspects of the examination may be balanced by better performances in others.

Grade A Students show a comprehensive, in-depth knowledge of places, themes and environments required by the specification and of the physical and human processes which affect their development. They have a sound knowledge of the concepts, principles and theories relevant to the understanding and analysis of the specification content, and show a knowledge of a wide range of geographical terms. They show their understanding by appropriately applying their knowledge of specification content to both familiar and unfamiliar geographical contexts at a range of scales. They evaluate the potential and limitations of concepts and theories and their relevance to particular contexts. They show a well-developed understanding of the connections between the different aspects of geography represented in the specification. Students display skill in interpreting a range of sources of geographical information including spatial and temporal data at different scales. They show the ability to identify appropriate geographical questions in a range of contexts and to formulate and adopt effective approaches to enquiry. They collect evidence using an appropriate range of skills and techniques, including those used in fieldwork, from both primary and secondary sources. They use a variety of appropriate techniques to present and analyse evidence. They draw selectively on their knowledge of specification content to reach well-reasoned conclusions and evaluate both the effectiveness of their methodology and the validity of the outcomes, recognising the limitations of both. They communicate their findings fluently in different formats, synthesising geographical information from a variety of sources, and presenting them within a logical and coherent structure which addresses closely the nature of the task. They use standard conventions of spelling, punctuation and grammar with a high level of accuracy and use geographical terminology with confidence.

Grade C Students show a sound knowledge of places, themes and environments required by the specification and of some of the main physical and human processes which affect their development. They have a knowledge of the main concepts, principles and theories relevant to the understanding and analysis of the specified content, and show a knowledge of a range of geographical terms.

44


They show their understanding by applying their knowledge of specification content to both familiar and unfamiliar geographical contexts at different scales. They comment on the usefulness of concepts and theories and their relevance to particular contexts. They show understanding of the connections between the different aspects of geography represented in the specification. Students display skill in interpreting selected sources of geographical information including spatial and temporal data at different scales. They identify appropriate geographical questions, and formulate and adopt effective approaches to enquiry. They collect evidence, using appropriate skills and techniques, including those used in fieldwork, from both primary and secondary sources. They use appropriate techniques to present and analyse evidence. They apply their knowledge of the specification content to reach some valid conclusions and comment upon both the effectiveness of their methodology and the validity of the outcomes. They communicate clearly their knowledge and understanding, and the outcomes of their enquiries in different formats, showing some ability to synthesise geographical information from different sources and presenting findings in a structured manner appropriate to the task. They employ standard conventions of spelling, punctuation and grammar with reasonable accuracy, and use a range of geographical terms.

Grade E Students show a knowledge of some of the places, themes and environments required by the specification and of some of the main processes which affect their development. They are aware of the contribution that concepts, principles and theories can make to the interpretation of geographical contexts. They have a knowledge of some geographical terminology. They explain familiar contexts using basic ideas and concepts, and show some understanding of the connections between the different aspects of geography represented in the specification. Students display skill in interpreting commonly encountered sources of geographical information. They identify relevant geographical questions when presented with familiar contexts and can suggest and adopt approaches to enquiry. They use basic techniques, including those used in fieldwork, for data collection from primary and secondary sources. They use a limited range of methods to present and analyse evidence. They use their knowledge of the specification content to reach simple conclusions, and identify the strengths and weaknesses of their enquiries. They communicate their knowledge and understanding in different formats, largely in everyday language, by drawing upon a limited number of sources. They use standard conventions of spelling, punctuation and grammar with limited accuracy.


45

Textbooks and other resources There is a very wide range of textbooks appropriate for the teaching of this specification. As well as using a core text and an atlas, students are expected to read more widely in other books and journals. It is recommended that students are aware of current geographical events and issues reported in newspapers and on television. There is an increasingly wide range of information available on video, the internet, CD-Rom and in a variety of other forms from commercial and voluntary organisations. The Teachers’ Guide which accompanies this specification includes a section on some of the most useful resources currently available.

46


Support and training

Support An extensive support network exists to provide guidance and training for teachers. aÉí~áäÉÇ=`ÜáÉÑ bñ~ãáåÉêÛë=êÉéçêíë ~åÇ=ã~êâ=ëÅÜÉãÉë

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líÜÉê ~ÖÉåÅáÉëLÅçåÑÉêÉåÅÉë Ó=ÉÖ=dÉçÖê~éÜáÅ~ä ^ëëçÅá~íáçå qÉ~ÅÜÉêëÛ=dìáÇÉ

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Further copies of this specification, specimen papers, Teachers’ Guide and past papers are available from: Edexcel Publications Adamsway Mansfield Notts NG18 4FN Telephone: 01623 467467 Fax: 01623 450481 Email: [email protected]

Training Each year Edexcel provides a programme of training courses covering aspects of the specifications and assessment. These courses take place throughout the country. For further information on what is planned, please consult the annual Training and Professional Development Guide, which is sent to all centres, or contact: Professional Development and Training Edexcel Stewart House 32 Russell Square London WC1B 5DN Telephone: 0870 240 9800 Fax: 020 7758 5951 Email: [email protected] Edexcel Customer Services are available on 0870 240 9800 to answer any questions that you may have about this specification and its implementation.


47

Key skills development This AS/Advanced GCE Geography specification offers a very wide range of opportunities for students to both ·

develop their key skills, and

·

generate evidence for their portfolio.

The following key skills can be developed through this specification at level 3: ·

communication

·

information technology

·

application of number

·

improving own learning and performance

·

working with others

·

problem solving.

Copies of the key skills specifications can be ordered through the Edexcel publications catalogue. The individual key skills units are divided into three parts: ·

Part A: what you need to know — this identifies for the student the underpinning knowledge and skills required.

·

Part B: what you must do — this identifies for the student the evidence they must produce for their portfolios

·

Part C: guidance — this gives examples of possible activities and types of evidence that may be generated.

Development and internal assessment opportunities based on Part B of the level 3 key skills units are signposted throughout the specification. Any evidence generated through this course will be internally assessed and contribute to the student’s key skills portfolio. In addition, in order to achieve the key skills qualification, students will need to take the additional external tests associated with communication, information technology and application of number. This section identifies the key skills evidence requirements. Appendix 1 suggests how opportunities may arise for students to develop the skills and acquire the evidence, and provides a mapping of those opportunities. Students will need to have opportunities to develop their skills over time before they are ready for assessment. For each skill there are illustrative activities that will aid this key skill development and facilitate the generation of appropriate portfolio evidence. To assist in the recording of key skills evidence Edexcel has produced recording documentation which can be ordered from the publications catalogue. It is intended that these ideas offer a flavour of the opportunities available, and that centres will take them as a starting point for developing further ideas of their own. It is similarly possible to adapt these suggestions so that they offer appropriate opportunities to students working on key skills at a slightly higher or lower level.

48


Student evidence for a key skills award could include, as appropriate, ·

coursework

·

computer printouts

·

tutor observation records

·

preparatory notes, notes made from documents read and draft documents

·

audio/video tapes

·

essays and reports.

It is permissible for the same document to provide evidence for more than one key skill. For example, a piece of coursework and the accompanying preparatory work could provide evidence towards all six key skills.


49

50


Appendices

Appendix 1: Mapping of key skills — summary tables Key skills (level 3)

Unit 1

Unit 2

C3.1a

1.3 synoptic link

C3.1b

Unit 3

Unit 4

Unit 5

Unit 6

h

h

h

h

h

2.2.3

h

h

h

C3.2

h

h

h

h

5.1.1 & 5.1.2

h

C3.3

All parts of unit

All parts of unit

All parts of unit

All parts of unit

All parts of unit

All parts of unit

IT3.1

h

2.1.2

h

h

h

IT3.2

h

2.1.2

h

h

h

IT3.3

h

2.1.2

h

h

h

h

N3.1

1.2.2

h

3a

h

h

N3.2

1.2.2

h

3a

h

h

N3.3

1.2.2

h

3a

h

h

Communication

Information technology

Application of number

Key: 1.2.2 Key skill opportunity detailed on pages 52-57

h Other places where this key skill could be developed

Many opportunities arise in the study of geography for students to develop key skills. Some opportunities are developed in the following pages; a wide range of other possibilities can be developed in centres, and likely opportunities are indicated in the table above.


51

Key skills (level 3)

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

3.1

1.2.2

h

3a or b

h

h

3.2

1.2.2

h

3a or b

h

h

Unit 6

Working with others

Improving own learning and performance 3.1

This key skill can be developed in any part of the course

3.2 Problem solving PS3.1

h

2.2 synoptic link

h

h

h

PS3.2

h

2.2 synoptic link

h

h

h

PS3.3

h

2.2 synoptic link

h

h

h

PS3.4

h

2.2 synoptic link

h

h

h

Key: 1.2.2 Key skill opportunity detailed on pages 58-62

h Other places where this key skill could be developed

Many opportunities arise in the study of geography for students to develop key skills. Some opportunities are developed in the following pages; a wide range of other possibilities can be developed in centres, and likely opportunities are indicated in the table above.

52


Appendix 2: Key skills development suggestions Application of number level 3 The AS/Advanced GCE in Geography provides opportunities for students to both develop the key skill of application of number and also to generate evidence for their portfolio. As well as undertaking tasks related to the three areas of evidence required, students are also required to undertake a substantial and complex activity. This will involve students obtaining and interpreting information, using this information when carrying out calculations and explaining how the results of the calculations meet the purpose of the activity. Key skill portfolio evidence requirement N3.1

Plan and interpret information from two different types of sources, including a large data set

AS/A unit

Students are required to plan how to obtain and use the information required. They should obtain relevant information (which may be from a large data set of over 50 items) using appropriate methods. 1.2.2 & 3a River flow characteristics investigated for coursework

N3.2

Carry out multi-stage calculations to do with:

·

amounts and sizes

·

scales and proportions

·

handling statistics

·

rearranging and using formulae.

Opportunities for development or internal assessment

Students plan their coursework on river flow characteristics. They collect data relating to channel dimensions, stream flow, etc at different sites along a river. Secondary information is obtained from the Environment Agency relating to longer-term flow patterns and rainfall patterns.

Students must carry out their calculations, which could relate to volumes, powers, averages, formulae, etc, and show their methods of working. They must show how they have checked results and corrected their work as necessary. 1.2.2 & 3a

The data collected is processed to obtain information about cross-sectional area, discharge, hydraulic radius, etc. Crosssections are drawn to scale and used to work out some of this information. Extrapolations can be made. The primary and secondary will be handled in a variety of ways, including using techniques like Spearman rank correlation to test relationships between, for example, velocity and depth.

You should work with a large data set on at least one occasion


53

Application of number level 3 contd Key skill portfolio evidence requirement N3.3

AS/A unit

Interpret results of your calculations, present your findings and justify your methods. You must use at least one graph, one chart and one diagram

Opportunities for development or internal assessment On the basis of their findings, students must select appropriate methods of presentation, using as appropriate charts, diagrams and tables. They should draw relevant conclusions from their findings. Students should indicate why they have chosen a particular approach and identify possible sources of error in their work and how this work relates to the purpose of the activity undertaken.

1.2.2 & 3a

Following the steps above, the data is presented using an appropriate selection of methods like line graphs, scattergraphs, pie charts, tables of ranked data, proportional symbols and pictograms. Students justify their methods of presentation (eg why a bar graph and not a line graph was used.) They refer to and use the diagrams to support their analysis and show to what extent the hypothesis was proved or disproved.

Evidence Student evidence for application of number could include copies of students’ plans, records of information obtained, justification of methods used, records of calculations showing methods used and reports of findings.

54


Communication level 3 For the communication key skill, students are required to hold discussions and give presentations, read and synthesise information and write documents. Students will be able to develop all of these skills through an appropriate teaching and learning programme based on this Advanced GCE. Key skill portfolio evidence requirement C3.1a

AS/A unit

Contribute to a group discussion about a complex subject

Many of the topics in this specification are suitable as the basis of a group discussion. The discussion must be about a complex subject. This may be based on a number of ideas, some of which may be abstract, very detailed and/or sensitive. Specialist vocabulary may be used in the discussion. During the discussion students should make clear and relevant contributions, develop points and ideas whilst listening and responding sensitively to others. They should also create opportunities for others to contribute as appropriate. 1.3 Synoptic link Coastal management

C3.1b


Make a presentation about a complex subject, using at least one image to illustrate complex points

Teaching of processes operating on Spurn Head is followed by role play in which students have to research and represent views held by groups such as residents of Mappleton, British Gas, Holderness farmers, Yorkshire Wildlife Trust and North Yorkshire council.

Following a period of research students could be given the opportunity to present their findings to the rest of the group. For example students could present their key findings and conclusions resulting from their coursework study. During the presentation students should speak clearly and use a style that is appropriate to their audience and the subject. The presentation should have a logical structure that allows the audience to follow the sequence of information and ideas. The presentation should include an appropriate range of techniques such as:

·

the use of examples to illustrate complex points, audience experience used to involve the audience, tone of voice varied, etc.

Where appropriate, images should be used to both illustrate points and help engage the audience. Images could include charts and diagrams, pictures or maps, etc. At least one image should be used to illustrate and help convey a complex point. 2.2.3 Settlements change over time

Students, individually or in small groups, use different parts of the local area to investigate changes in urban areas. Following fieldwork, students present their findings to the rest of the group, explaining with the use of maps and/or photographs the changes that have been identified.


55

Communication level 3 contd Key skill portfolio evidence requirement C3.2

AS/A unit


Read and synthesise information from two extended documents about a complex subject

Students will have a number of opportunities to read and synthesise information from two extended documents. For example, as part of their preparation for the discussion and presentation of a complex subject, students will need to carry out preliminary research.

One of these documents should include at least one image

Students will need to select and read material that contains relevant information. From this information they will need to identify accurately and compare the lines of reasoning and main points from the text and images. Students will then need to synthesise this information in to a relevant form — eg for a presentation, discussion or an essay. 5.1.1 & 5.1.2 The dynamics of industrial location

The extended documents could be textbooks, probably articles from journals (if they are more than three pages long,) company reports etc. Students are given a series of articles from Geography, Geographical Review, Geofile etc dealing with industrial decline and re-growth in different parts of the UK and Europe. Each is given a different area to research (northeast England, South Wales, Brittany, etc) and asked to extract the information relevant to their area. If this information is then offered as a report or an oral presentation, it could go on to satisfy at least one further strand in this key skill.

C3.3

Write two different types of documents about complex subjects

Students are required to produce two different types of document. At least one of these should be an extended document, for example a report or an essay of more than three pages.

One piece of writing should be an extended document and include at least one image

The document should have a form and style of writing which is fit both for its purpose and for the complex subject matter covered. At least one of the documents should include an appropriate image that contains and effectively conveys relevant information. Specialist vocabulary should be used where appropriate and the information in the document should be clearly and coherently organised, eg through the use of headings, paragraphs, etc. Students should ensure that the text is legible and that spelling, punctuation and grammar are accurate. 1, 2, 4, 5 & 6 3a

An essay submitted as part of the course is likely to provide one piece of evidence. Refer to the definition of a complex subject in C3.1a above. The coursework submitted for assessment will provide full evidence for the second part of this strand. It will be an extended document and include several images.

Evidence Student evidence for communication could include tutor observation records, preparatory notes, audio/video tapes, notes based on documents read and essays.

56


Information technology level 3 When producing work for their Advanced GCE in Geography, students will have numerous opportunities to use information technology. The internet, CD-Roms, etc could be used to collect information. Documents can be produced using relevant software and images may be incorporated in those documents. Early drafts of documents could be emailed to tutors for initial comments and feedback. For this key skill, students are required to carry out at least one ‘substantial activity’. This is defined as ‘an activity that includes a number of related tasks, where the results of one task will affect the carrying out of the others’. The activity should generate evidence for all three areas of evidence required in Part B of the IT unit. If students undertaking coursework as part of their AS in Geography use information technology, they may have opportunities to generate evidence for all three sections identified as part of a ‘substantial activity’. In addition, students will be able to use information technology to generate evidence for the communication key skill. For example, the extended document with images, required for C3.3, could be generated using appropriate software. Key skill portfolio evidence requirement IT3.1

AS/A unit

Plan, and use different sources to search for, and select, information required for two different purposes

Students will need to plan, and document, how they are to use IT as part of the activity, including how they will search for and incorporate relevant information from different electronic sources. These may include the internet and CD-Rom. Information selected must be relevant and of the appropriate quality. 2.1.2 Populations change over time

IT3.2


Explore, develop and exchange information and derive new information to meet two different purposes

One purpose could be to use CD-Roms (eg Population Concern) and websites to research information on population change. For full evidence, students must show how and why they chose the sources and techniques used, and select data or information based on judgements of quality and relevance. Students are required to bring together, in a consistent format, their selected information and use automated routines as appropriate; for example, using icons and macros to generate standard forms of lists, tables, images, etc. Students should sort and group the information generated, and produce graphs and charts if appropriate, to allow them to draw conclusions. For example, students could be working towards giving a presentation based on their findings. Information could be presented in handouts and/or as part of an automated slide show. Early drafts could be emailed to their tutor for feedback, or could be stored on a shared drive for access by others.

2.1.2 Populations change over time

Continuing with the same theme, students bring together in a consistent format their selected information and use automated routines where appropriate. New information is derived by using email to obtain latest figures from providers of the chosen websites. Drafts of the work are emailed to the tutor for feedback, and materials are stored on a shared drive for access by others working on the same topic in relation to other countries.


57

Information technology level 3 contd Key skill portfolio evidence requirement IT3.3

AS/A unit

Present information from different sources for two different purposes and audiences.

Opportunities for development or internal assessment In presenting information, students will need to develop a structure which may involve the modification of templates, the application of page numbers, dates, etc. Tutors may provide early feedback on layout on content and style that will result in formatting changes (early drafts should be kept as portfolio evidence). The final format should be suitable for its purpose and audience, eg AS coursework, OHTs/handouts for a presentation, etc. The document should have accurate spelling (use of spell-checker) and have been proof-read.

This work must include at least one example of text, one example of images and one example of numbers

2.1.2 Populations change over time

The completed research is presented to the rest of the teaching group as an oral presentation. Depending on the size of the group and the facilities available, computer-generated diagrams, tables, etc could be viewed by the audience at their own monitors, using a lite-pro or OHP. If coursework is presented using IT, it would qualify as being for a different purpose and audience.

Evidence Student evidence for information technology could include tutor observation records, preparatory plans, printouts with annotations and draft documents.

58


Working with others level 3 To achieve this key skill students are required to carry out at least two complex activities. Students will negotiate the overall objective of the activity with others and plan a course of action. Initially the component tasks of the activity, and their relationships, may not be immediately clear. Within the activity, the topics covered may include ideas that may be some or all of the following: detailed, abstract, unfamiliar, sensitive. During the activity the student must work in both group-based and one-to-one situations. Key skill portfolio evidence requirement WO3.1

Plan the activity with others, agreeing objectives, responsibilities and working arrangements

AS/A unit

1.2.2 & 3 River flow characteristics investigated in the field

WO3.2

WO3.3

Work towards achieving the agreed objectives, seeking to establish and maintain cooperative working relationships in meeting your responsibilities

Review the activity with others against the agreed objectives and agree ways of enhancing collaborative work

Opportunities for development or internal assessment Students could work in groups of six to eight and be required to investigate a given topic. Initial work will require identification of and agreeing of objectives and planning how to meet these, including any necessary action and resources required. The group needs to agree responsibilities and working arrangements. Students plan a fieldwork investigation, agreeing an appropriate sequence of enquiry, the selection of appropriate fieldwork methods and fieldwork equipment required to collect the necessary data. Responsibility for collecting the data is allocated to different members of the group. The group plans their fieldwork diary, taking account of access to fieldwork sites, travelling arrangements and safety considerations. When working towards their agreed objectives, students could work in pairs with each pair taking responsibility for specific tasks and activities. Students will need to plan and organise their work effectively so that they meet agreed deadlines and maintain appropriate working relationships.

1.2.2 & 3

The fieldwork investigation is carried out as planned (WO3.1), ensuring that the members of the group maintain cooperative working relationships. The data collected is exchanged between members of the group. Once the work is completed, the full group needs to review outcomes against the agreed objectives. In doing this they should identify factors that have influenced the outcome and agree on the ways in which the activity could have been carried out more effectively.

1.2.2 & 3

Following the fieldwork investigation, members of the group review the accuracy and rigour of the data collected against their agreed objectives. Difficulties encountered, factors influencing the investigation, limitations of the data and the need for additional data are discussed. The group then identifies ways of improving their fieldwork, in terms of both working relationships and methods used. Suggestions for extending the investigation are discussed.

Evidence Student evidence for working with others could include tutor observation records, preparatory plans, records of process and progress made, and evaluative reports.


59

Improving own learning and performance level 3 Within AS and Advanced GCE Geography programmes, students will have opportunities to develop and generate evidence which meets part of the evidence requirement of this key skill. To achieve this key skill, students will need to carry out two study-based learning activities and two activity-based learning activities. These AS and Advanced GCEs will provide opportunities for students to undertake both study-based and activity-based learning. One of the study-based learning activities must contain at least one complex task and periods of self-directed learning. Activities that generate evidence for this skill should take place over an extended period of time, eg three months. Over the period of the activity students should seek and receive feedback, from tutors and others, on their target setting and performance. Any substantial project work (including coursework) is suitable for study-based learning activities, while practical fieldwork offers opportunities to undertake activity-based learning. Both may be used to generate evidence for this key skill. Key skill portfolio evidence requirement LP3.1

LP3.2

60

Agree targets and plan how these will be met, using support from appropriate others

Use your plan, seeking feedback and support from relevant sources to help meet your targets, and use different ways of learning to meet new demands

AS/A unit

Opportunities for development or internal assessment Students plan how they are to manage their course. This will include setting realistic dates and targets and identification of potential problems and alternative courses of action. This will be determined with advice from others, eg their tutor.

Any part of the course

Using the specifications and support from their teacher, students could create an action plan to identify supported self-study topics, and reading to complement these topics, to be undertaken during the term. Time intervals during the three-month period could be identified for regular monitoring and support. Alternatively, students could create an action plan for the completion of their personal enquiry, identifying target dates for reaching different stages (eg data collection, presentation, interpretation) with regular monitoring and support from their teacher. Alternative courses of action could be identified in the event of problems, particularly with data collection. Students use the plan effectively when following their course. This will involve prioritising action, managing their time effectively and revising their plan as necessary. The student should seek and use feedback and support and draw on different approaches to learning.


Continuing the above theme, students could maintain a log to record the progress of their self-supported study, when support was sought and how it was acted upon, how learning from other tasks could be used to meet the demands of the new topics and any revisions required to their plan. In the context of their enquiry, students could maintain a log to record the progress of their enquiry, when support was sought and how it was acted upon, how learning from other tasks could be used to meet the demands of their enquiry and any revisions required to their plan.


Improving own learning and performance level 3 contd Key skill portfolio evidence requirement LP3.3

Review progress establishing evidence of achievements, and agree action for improving performance

AS/A unit

Opportunities for development or internal assessment Students should review their own progress and the quality of their learning and performance. They should identify targets met, providing evidence of achievements from relevant sources. They should identify with others, eg their tutor, action for improving their performance.


The teacher could conduct brief interviews with their students to review what progress had been made with the topics covered, ensuring sufficient evidence of notes taken and questions answered, and agree any further action for improving knowledge and understanding of the topic. Following the personal enquiry, teachers could review each student’s progress, using the enquiry itself as evidence and identify how the enquiry could be further improved or extended.

Evidence Student evidence for improving own learning and performance could include tutor records, annotated action plans, records of discussions, learning log and work produced.


61

Problem solving level 3 For this key skill students are required to apply their problem-solving skills to complex activities. They need to show that they can recognise, explore and describe problems, generate ways of solving problems, implement options and check whether the problem has been solved. For this, AS/Advanced GCE students may only be able to complete the first two stages of this process as there may be difficulties in implementing practical solutions in a school or college context. Key skill portfolio evidence requirement PS3.1

Recognise, explore and describe the problem, and agree the standards for its solution

AS/A unit

2.2 synoptic link Government policies influence settlement characteristics and patterns

PS3.2

PS3.3

62

Generate and compare at least two options which could be used to solve the problem, and justify the option for taking forward Plan and implement at least one option for solving the problem, and review progress towards its solution

Opportunities for development or internal assessment Students will need to identify the problem and explore its main features and agree standards that have to be meet to show successful resolution of the problem. Students could recognise, explore and describe the need for urban renewal in a given location, consider a range of possible solutions and agree the standards which would indicate success.

Students are required to select and use appropriate methods for generating different options for tackling the problem and compare the features of each option, selecting the most suitable one. 2.2 synoptic link

Continuing with the same theme, students could compare two options which could be used to solve the problem at the given location, selecting the best option on the basis of cost (cost-benefit analysis), environmental impact and the need to satisfy the demands of different interest groups. The implementation of the chosen option will need to be planned and permission gained to implement it. Implementation of the plan should involve full use of support and feedback from others with progress reviews and alterations to the plan as necessary.

2.2 synoptic link

Students could partially develop this aspect of the skill, and at the same time meet some of the demands of the IT key skill (IT3.2), by using a computer simulation package to ‘implement’ the solution. Students could input data and monitor the outcomes of the selected option.


Problem solving level 3 contd Key skill portfolio evidence requirement PS3.4

Agree and apply methods to check whether the problem has been solved, describe the results and review the approach taken

AS/A unit

Opportunities for development or internal assessment On completion the outcomes need to be checked against the standards agreed at the start. The results of this should be recorded and the approach taken reviewed.

2.2 synoptic link

Students could use environmental impact assessment to quantify the changes that come about and the outcomes of the computer simulation to describe the results, reviewing the efficacy of the chosen solution.

This model could be used with a variety of computer simulations, including drainage basin and coastal management; much of the synoptic unit deals with interrelationships that could be investigated in this way.

Evidence Student evidence for problem solving could include description of the problem, tutor records and agreement of standards and approaches, annotated action plans, records of discussions, descriptions of options and records of reviews.


63

64


Appendix 3: Coursework forms This appendix consists of the following forms: ·

Geog A1 — for submitting personal enquiry proposals for Unit 3a

·

Geog A2 — candidate record sheet and marking criteria for Unit 3a (2 sides)


(GEOG A1)

AS GEOGRAPHY — SPECIFICATION A — UNIT 3a PERSONAL ENQUIRY PROPOSAL FORM

Candidate Name:

Candidate No:

Centre Name:

Centre No:

Title Context statement (a brief explanation of your topic including the location of fieldwork)

A list of aims, key questions or hypotheses to be investigated

Plan of data collection and analysis (Identify the primary data to be collected and secondary data where appropriate)

Approver’s comments and decision

Approved Approved subject to modification Referred back to candidate for re-submission

Approver’s name

66

Date

Instructions 1. Candidate completes form 2. Form sent to Edexcel. Centres are advised to keep a copy. 3. Approver completes Comments and Decision section and returns form to centre. 4. On completion of the personal enquiry, this form is placed in the front of the folder in which the work has been submitted for moderation


(GEOG A2)

AS GEOGRAPHY — SPECIFICATION A — UNIT 3a Personal Enquiry Individual Candidate Record Sheet Centre number

Centre name

Centre address Candidate number

Candidate name

Title of personal enquiry Date of entry

June 20

Mark awarded

Moderated mark (For Edexcel use only)

Certificate of authenticity Statement by the candidate: 1.

I declare that the personal enquiry attached is diagrams, etc.)

words in length (omitting appendices and maps,

NB A penalty will be imposed in Assessment Criterion 1 on enquiries over 2,500 words 2.

I declare that I have produced the personal enquiry attached without external assistance, apart from any that is acceptable under the scheme of assessment and is recorded overleaf.

3.

I declare that the personal enquiry attached is based on primary data collected on fieldwork. (Secondary sources may also be used.)

Candidate’s authentication of work: Signature

Teacher responsible for supervision: Signature

Date

Date

Teachers may use this box to highlight any issues they wish to bring to the attention of the Moderator


67

Mark Sheet to be used in conjunction with detailed grade descriptors. Teacher examiners are invited to highlight relevant grade descriptors which justify the mark awarded. Assessment Criterion 1: Investigation Design and Planning Level 4 Well organised. Clear, realistic plan. Full statement of aims in Enquiry. Identified investigations independently. Links to 10 – 12 theoretical background. Clear location. Within word limit. Level 3 Appropriate aims and sound planning. Aims and location described in Enquiry. Some questions/issues identified 7–9 independently. Some theoretical background. Within the word limit. Level 2 Proposal lists aims and data collection. Aims and location stated in Enquiry. Needed some assistance to identify 4–6 investigation. A little relevant theoretical background. Exceeds word limit. Level 1 Much assistance needed in planning Enquiry. Aims and location indicated in Enquiry. Relies on questions/aims 1–3 provided by teacher. Exceeds word limit. 0 No understanding or ability in planning investigation. Assessment Criterion 2: Data Collection Level 4 Systematic research programme based on substantial data collection with a wide range of accurate 7–9 observations/measurements. Data collection methods justified, including sampling. Considers all significant factors affecting data collection. Level 3 Accurate observations and measurements. Explanation of data collection methods, including sampling. Some factors 5–6 affecting data collection commented on. Level 2 Narrow range of data collected. Some assistance needed in this section. Data collection methods described and some 3–4 factors affecting them noted. Level 1 Limited ability to complete research or make observations. One method of data collection. Much assistance needed in 1–2 this section. 0 Unable to carry out research on the topic. Assessment Criterion 3: Data Presentation Level 4 Candidate selected appropriate and varied range of presentation techniques. All methods executed precisely and 7–9 accurately. Full annotation and integration into text. Well organised and logical presentation. Level 3 Candidate selected and used appropriate presentation techniques. All competently executed and clearly labelled. Data 5–6 organised and presented clearly. Level 2 Candidate selected and used limited range of straightforward techniques. Most were appropriate, and executed neatly 3–4 with sufficient labelling. Some meaningful organisation. Some assistance required in this section. Level 1 Candidate used simple techniques, some of which were appropriate. One or two methods used. Labels give some 1–2 information. Some organisation of material attempted. Much assistance required in this section. 0 No attempt made to present data collected. Assessment Criterion 4: Analysis and Interpretation Level 4 Effective, coherent and independent analysis and interpretation, using all information collected and presented, directly 14 – 18 related to aims. Significant interrelationships and patterns identified and developed. Statistical analysis, significance testing accurate and appropriate. Good use of geographical terminology. Few errors in grammar, punctuation and spelling. Level 3 Some independent analysis and interpretation; used most of data collected; referred to aims of Enquiry. Some 9 – 13 interrelationships identified and commented upon. Statistical analysis accurate where used. Appropriate geographical terminology. Some errors in grammar, punctuation and spelling. Level 2 Some relevant analytical points linked to aims of Enquiry and referring to much of data collected. Some inter5–8 relationships noted. Some assistance required in this section. Appropriate geographical terminology used in places. Noticeable errors in grammar, punctuation and spelling. Level 1 Description of collected data. Much assistance needed to identify some inter-relationships and patterns. No explicit link 1–4 between the analysis and aims of Enquiry. Appropriate geographical terminology used infrequently. Intrusive errors in grammar, punctuation and spelling. 0 No attempt made to analyse or interpret data collected. Assessment Criterion 5: Conclusions and Evaluation Level 4 All information used to provide answers and reach succinct and clear conclusions. Conclusions justified and related 10 – 12 directly to aims of Enquiry. Awareness that conclusions may be partial, tentative or incomplete. Evaluation of Enquiry as a whole. Comment on opportunities to extend study. Good range of geographical terminology. Few errors in grammar, punctuation and spelling. Level 3 Reference to data collected to draw some logical conclusions related to aims of enquiry. Some awareness that 7–9 conclusions may be partial, tentative or incomplete. Some evaluative comment. Some opportunities for further study described. Appropriate geographical terminology used but occasional errors in grammar, punctuation and spelling. Level 2 Some use of data collected to draw straightforward conclusions. May have required some assistance. Conclusions 4–6 presented as facts rather than partial, tentative or incomplete. Opportunities for further study stated. Evaluation linked to data collection. Some appropriate geographical terminology. Noticeable errors in grammar, punctuation and spelling. Level 1 Much assistance required to produce a basic conclusion, with only an indirect link to data collected and/or aims of 1–3 Enquiry. Much comment repetitive of ideas noted elsewhere. Infrequent use of geographical terminology. Intrusive errors in grammar, punctuation and spelling. 0 No attempt made to draw conclusions to the Enquiry.

qlq^iW

68


Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone 01623 467467 Fax 01623 450481 Email: [email protected] Order Code UA006085 Month October 2003 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or Email: [email protected] or visit our website: www.edexcel.org.uk London Qualifications Limited. Registered in England and Wales No. 4496750 Registered Office: Stewart House, 32 Russell Square, London WC1B 5DN

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