Qualification title: AQA GCSE Geography (8035)

Transcription

1 Qualification title: AQA GCSE Geography (8035) Overview of the Course Click here to visit the AQA GCSE Geography website. You can download the course specification as well as find exam dates, past exam papers, mark schemes, examiner s reports and much more! 4 units are studied across the 3-year GCSE Geography course. These are: 1. Physical Environment 2. Human Environment 3. Geographical Applications 4. Geographical Skills. GCSE Geography is a linear course with 3 exams at the end of Year 11. These 3 exams constitute the final GCSE grade. 1

2 Topics examined in each exam paper Exam paper 1: (Physical Environment) The Challenge of Natural Hazards (Natural Hazards, Tectonic Hazards, Weather Hazards, Climate Change) The Living World (Ecosystems, Tropical Rainforests, Hot Deserts) Physical Landscapes in the UK (Physical Diversity of the UK, Coastal Landscapes, River Landscapes) Exam paper 2: (Human Environment) Urban Challenges (The Global Pattern of Urban Change, Urban Growth in Nigeria, Urban Challenges in the UK, Sustainable Development of Urban Areas) The Changing Economic World (Economic Development and Quality of Life, Reducing the Global Development Gap, Economic Development in India/Nigeria, Economic Change in the UK) The Challenge of Resource Management (Global Resource Management, Resources in the UK, Energy) Exam paper 3: (Geographical Applications) Issue Evaluation (Students are given a pre-release resource 12 weeks before the exam) Fieldwork & Skills 2 COMPULSORY FIELDWORK DAYS to York and Leeds over the 3 year course. Overview of Skills A wide variety of skills are assessed throughout all 3 exams (cartographic, graphical, numerical, statistical, qualitative & quantitative data, literacy, resource interpretation). For more detailed information on the content and skills covered in each unit please refer to pages 6 to 16 in this handbook or click here to view the full specification on the AQA GCSE Geography website. 2

3 Assessment objectives and weightings There are 4 assessment objectives (AOs) used throughout the 3 exams which require students to: AO1 AO2 AO3 AO4 Demonstrate knowledge of locations, places, processes, environments and different scales Demonstrate geographical understanding of: concepts and how they are used in relation to places, environments and processes; the interrelationships between places, environments and processes Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make judgements Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings 15% of GCSE 25% of GCSE 35% of GCSE 25% of GCSE These can be simplified as: AO1 = Students need to describe their answers in detail using relevant information AO2 = Students need to explain their answers in detail (i.e. develop their description from AO1) using relevant information AO3 = Students need to make judgements, presenting arguments for and against AO4 = Students need to apply skills and techniques to information they are given The 4 assessment objectives (AOs) are weighted across the 3 exams as follows: AO1 AO2 AO3 AO4 Paper 1 7.5% 11% 8.5% 8% 35% Paper 2 7.5% 11% 8.5% 8% 35% Paper 3 0% 3% 18% 9% 30% Total AO weighting Total weighting 15% 25% 35% 25% 100% 3

4 Revision resources Use the revision pack distributed in class to prepare for the exams! This has copies of the exam specification and mind maps for each topic as well as other useful resources! Knowing and understanding everything on the specification sheets in the revision pack is a good way to ensuring success in GCSE Geography! Purchase the CGP Geography revision and practice workbook to use at home. These can be ordered through school at a cost of 5.50 ( RRP). For information on how to order please speak to a member of the geography department or collect an order form from Ms A Messenger in the LRC. Use Hodder AQA GCSE (9-1) Geography textbook (the one used in lessons). The AQA website has some useful course information specifications, course content and specimen papers. There are also useful websites: Use effective revision strategies for exam preparation. Start by using the exam specification to identify areas of strength and weakness in knowledge and understanding. Use this to plan a revision timetable that makes sure the weaker areas are tackled effectively. Some simple and effective revision strategies include: Bullet points/lists of key facts and information Cue cards/q+a cards Mind maps/spider diagrams to show key parts of each topic/unit and links between them Flow charts to show processes and concepts Tables or venn diagrams to show similarities and differences Answering practice exam questions is a great way to assess how effectively revision is working as well as helping improve exam technique! Have a go at some questions and hand them into individual geography teachers for marking! 4

5 How parents can help Purchasing the CGP revision guide from school ( 5.50 instead of 10.99) Supporting revision in the run up to exams Encouraging completion of practice past exam papers and checking answers either by using AQA mark schemes or handing into geography teachers for marking Check student understanding against the specification, which can be downloaded from the AQA GCSE Geography website (students are also given copies of this in their revision packs) Support available in the geography department After school support sessions are provided at specific intervals throughout the year (usually Wednesdays 3-4pm). For more information speak to individual geography teachers alternative evenings may also be arranged Core textbook chapter copies are provided for each of the examined topics Revision pack and materials provided throughout year 11 e.g. revision specification checklists, student friendly mind maps, purple exam question booklets and homework booklets Students are encouraged to seek help and support from their geography teachers as and when needed Geography department contact details For further information please contact: Mr A Richards (Head of Geography) richards.a@woodkirkacademy.com Miss G Wells (KS4 Co-ordinator) wells.g@woodkirkacademy.com Mr A Lenski (KS4 Co-ordinator) lenski.a@woodkirkacademy.com Mr P Stevenson stevenson.p@woodkirkacademy.com Mrs H Clarke clarke.h@woodkirkacademy.com Mr B Hobson hobson.b@woodkirkacademy.com 5

6 Detailed content of each unit studied Living With The Physical Environment Section A: The Challenge of Natural Hazards Natural hazards Specification Content: Natural hazards pose major risks to people and property. Definition of a natural hazard. Types of natural hazard. Factors affecting hazard risk Tectonic hazards Specification Content: Earthquakes and volcanic eruptions are the result of physical processes. Plate tectonics theory. Global distribution of earthquakes and volcanic eruptions and their relationship to plate margins. Physical processes taking place at different types of plate margin (constructive, destructive and conservative) that lead to earthquakes and volcanic activity. The effects of, and responses to, a tectonic hazard vary between areas of contrasting levels of wealth. Primary and secondary effects of a tectonic hazard. EARTHQUAKES Immediate and long-term responses to a tectonic hazard. Use named examples (HAITI/NEPAL & JAPAN/ITALY) to show how the effects and responses to a tectonic hazard vary between two areas of contrasting levels of wealth. Management can reduce the effects of a tectonic hazard. Reasons why people continue to live in areas at risk from a tectonic hazard. How monitoring, prediction, protection and planning can reduce the risks from a tectonic hazard Weather hazards Specification Content: Global atmospheric circulation helps to determine patterns of weather and climate. General atmospheric circulation model: pressure belts and surface winds. 6

7 Specification Content: Tropical storms (hurricanes, cyclones, typhoons) develop as a result of particular physical conditions. Global distribution of tropical storms (hurricanes, cyclones, typhoons). An understanding of the relationship between tropical storms and general atmospheric circulation. Causes of tropical storms and the sequence of their formation and development. The structure and features of a tropical storm. How climate change might affect the distribution, frequency and intensity of tropical storms. Tropical storms have significant effects on people and the environment. Primary and secondary effects of tropical storms. Immediate and long-term responses to tropical storms. Use a named example (TYPHOON HAIYAN) of a tropical storm to show its effects and responses. How monitoring, prediction, protection and planning can reduce the effects of tropical storms. The UK is affected by a number of weather hazards. An overview of types of weather hazard experienced in the UK. Extreme weather events in the UK have impacts on human activity. An example (CUMBRIA & YORKSHIRE FLOODS XMAS 2015) of a recent extreme weather event in the UK to illustrate: o causes o social, economic and environmental impacts o how management strategies can reduce risk. Evidence that weather is becoming more extreme in the UK Climate change Specification Content Climate change is the result of natural and human factors, and has a range of effects. Evidence for climate change from the beginning of the Quaternary period to the present day. Possible causes of climate change: o Natural factors orbital changes, volcanic activity and solar output o Human factors use of fossil fuels, agriculture and deforestation. Overview of the effects of climate change on people and the environment. 7

8 Specification Content Managing climate change involves both mitigation (reducing causes) and adaptation (responding to change). Managing climate change: o Mitigation alternative energy production, carbon capture, planting trees, international agreements o Adaptation change in agricultural systems, managing water supply, reducing risk from rising sea levels Section B: The living world In this section, students are required to study Ecosystems, Tropical rainforests and ONE from either Hot deserts or Cold environments. YOU HAVE STUDIED HOT DESERTS Ecosystems Ecosystems exist at a range of scales and involve the interaction between biotic and abiotic components. An example of a small scale UK ecosystem to illustrate the concept of interrelationships within a natural system, an understanding of producers, consumers, decomposers, food chain, food web and nutrient cycling. The balance between components. The impact on the ecosystem of changing one component. An overview of the distribution and characteristics of large scale natural global ecosystems Tropical rainforests Specification Content: Tropical rainforest ecosystems have a range of distinctive characteristics. The physical characteristics of a tropical rainforest. The interdependence of climate, water, soils, plants, animals and people. How plants and animals adapt to the physical conditions. Issues related to biodiversity. Deforestation has economic and environmental impacts. Changing rates of deforestation. A case study (AMAZON) of a tropical rainforest to illustrate: o Causes of deforestation subsistence and commercial farming, logging, road building, mineral extraction, energy development, settlement, population growth. o Impacts of deforestation economic development, soil erosion, contribution to climate change. 8

9 Specification Content: Tropical rainforests need to be managed to be sustainable. Value of tropical rainforests to people and the environment. Strategies used to manage the rainforest sustainably selective logging and replanting, conservation and education, ecotourism and international agreements about the use of tropical hardwoods, debt reduction Hot deserts Specification Content: Hot desert ecosystems have a range of distinctive characteristics. The physical characteristics of a hot desert. The interdependence of climate, water, soils, plants, animals and people. How plants and animals adapt to the physical conditions. Issues related to biodiversity. Development of hot desert environments creates opportunities and challenges. A case study (MOJAVE) of a hot desert to illustrate: o development opportunities in hot desert environments: mineral extraction, energy, farming, tourism o Challenges of developing hot desert environments: extreme temperatures, water supply, inaccessibility. Areas on the fringe of hot deserts are at risk of desertification. Causes of desertification climate change, population growth, removal of fuel wood, overgrazing, over-cultivation and soil erosion. Strategies used to reduce the risk of desertification water and soil management, tree planting and use of appropriate technology Section C: Physical landscapes in the UK In this section, students are required to study UK physical landscapes and TWO from Coastal landscapes in the UK, River landscapes in the UK and Glacial landscapes in the UK. YOU HAVE STUDIED COASTS AND RIVERS UK physical landscapes The UK has a range of diverse landscapes. An overview of the location of major upland/lowland areas and river systems. 9

10 Coastal landscapes in the UK Specification Content: The coast is shaped by a number of physical processes. Wave types and characteristics. Coastal processes: o weathering processes mechanical, chemical o mass movement sliding, slumping and rock falls o erosion hydraulic power, abrasion and attrition o transportation longshore drift o deposition why sediment is deposited in coastal areas. Distinctive coastal landforms are the result of rock type, structure and physical processes. How geological structure and rock type influence coastal forms. Characteristics and formation of landforms resulting from erosion headlands and bays, cliffs and wave cut platforms, caves, arches and stacks. Characteristics and formation of landforms resulting from deposition beaches, sand dunes, spits and bars. An example (HOLDERNESS) of a section of coastline in the UK to identify its major landforms of erosion and deposition. Different management strategies can be used to protect coastlines from the effects of physical processes. The costs and benefits of the following management strategies: o hard engineering sea walls, rock armour, gabions and groynes o soft engineering beach nourishment, reprofiling, dune regeneration o managed retreat coastal realignment. An example (HOLDERNESS) of a coastal management scheme in the UK to show: o the reasons for management o the management strategy o the resulting effects and conflicts River landscapes in the UK The shape of river valleys changes as rivers flow downstream. The long profile and changing cross profile of a river and its valley. Fluvial processes: o erosion hydraulic action, abrasion, attrition, solution, vertical and lateral erosion o transportation traction, saltation, suspension and solution o deposition why rivers deposit sediment. 10

11 Distinctive fluvial landforms result from different physical processes. Characteristics and formation of landforms resulting from erosion interlocking spurs, waterfalls and gorges. Characteristics and formation of landforms resulting from erosion and deposition meanders and ox-bow lakes. Characteristics and formation of landforms resulting from deposition levées, flood plains and estuaries. An example (RIVER OUSE) of a river valley in the UK to identify its major landforms of erosion and deposition. Different management strategies can be used to protect river landscapes from the effects of flooding. How physical and human factors affect the flood risk precipitation, geology, relief and land use. The use of hydrographs to show the relationship between precipitation and discharge. The costs and benefits of the following management strategies: o hard engineering dams and reservoirs, straightening, embankments, flood relief channels o soft engineering flood warnings and preparation, flood plain zoning, planting trees and river restoration. An example (YORK) of a flood management scheme in the UK to show: o why the scheme was required o the management strategy o the social, economic and environmental issues. Paper 2: Challenges in the human environment Section A: Urban issues and challenges A growing percentage of the world s population lives in urban areas. The global pattern of urban change. Urban trends in different parts of the world including HICs and LICs. Factors affecting the rate of urbanisation migration (push pull theory), natural increase. The emergence of megacities. Urban growth creates opportunities and A case study (MUMBAI/LAGOS) of a major city in an LIC or NEE to illustrate: o the location and importance of the city, regionally, nationally and internationally 11

12 challenges for cities in LICs and NEEs. o causes of growth: natural increase and migration o how urban growth has created opportunities: 1. social: access to services health and education; access to resources water supply, energy 2. economic: how urban industrial areas can be a stimulus for economic development how urban growth has created challenges: o managing urban growth slums, squatter settlements o providing clean water, sanitation systems and energy o providing access to services health and education o reducing unemployment and crime o managing environmental issues waste disposal, air and water pollution, traffic congestion. An example of how urban planning is improving the quality of life for the urban poor. Urban change in cities in the UK leads to a variety of social, economic and environmental opportunities and challenges. Overview of the distribution of population and the major cities in the UK. A case study (LEEDS) of a major city in the UK to illustrate: o the location and importance of the city in the UK and the wider world o impacts of national and international migration on the growth and character of the city o how urban change has created opportunities: 1. social and economic: cultural mix, recreation and entertainment, employment, integrated transport systems 2. environmental: urban greening o how urban change has created challenges: 1. social and economic urban deprivation, inequalities in housing, education, health and employment 2. environmental: dereliction, building on brownfield and greenfield sites, waste disposal 3. the impact of urban sprawl on the rural urban fringe, and the growth of commuter settlements. An example (LEEDS RIVERSIDE) of an urban regeneration project to show: o reasons why the area needed regeneration o the main features of the project. Urban sustainability requires management Features of sustainable urban living: THE GREENHOUSE DEVELOPMENT, LEEDS water and energy conservation 12

13 of resources and transport. waste recycling creating green space. How urban transport strategies are used to reduce traffic congestion Section B: The changing economic world In this section, students are required to study all the themes. There are global variations in economic development and quality of life. Different ways of classifying parts of the world according to their level of economic development and quality of life. Different economic and social measures of development: gross national income (GNI) per head, birth and death rates, infant mortality, life expectancy, people per doctor, literacy rates, access to safe water, Human Development Index (HDI). Limitations of economic and social measures. Link between stages of the Demographic Transition Model and the level of development. Causes of uneven development: physical, economic and historical. Consequences of uneven development: disparities in wealth and health, international migration. Various strategies exist for reducing the global development gap. An overview of the strategies used to reduce the development gap: investment, industrial development and tourism, aid, using intermediate technology, fairtrade, debt relief, microfinance loans. An example (JAMAICA) of how the growth of tourism in an LIC or NEE helps to reduce the development gap. Some LICs and NEEs are experiencing rapid economic development which leads to significant social, environmental and cultural change. A case study of one LIC or NEE to illustrate: INDIA the location and importance of the country, regionally and globally the wider political, social, cultural and environmental context within which the country is placed the changing industrial structure. The balance between different sectors of the economy. How manufacturing industry can stimulate economic development the role of transnational corporations (TNCs) in relation to industrial development. Advantages and disadvantages of TNC(s) to the host country the changing political and trading relationships with the wider world 13

14 international aid: types of aid, impacts of aid on the receiving country the environmental impacts of economic development the effects of economic development on quality of life for the population. Major changes in the economy of the UK have affected, and will continue to affect, employment patterns and regional growth. Economic futures in the UK: o causes of economic change: de-industrialisation and decline of traditional industrial base, globalisation and government policies o moving towards a post-industrial economy: development of information technology, service industries, finance, research, science and business parks o impacts of industry on the physical environment. An example of how modern industrial development can be more environmentally sustainable o social and economic changes in the rural landscape in one area of population growth and one area of population decline o improvements and new developments in road and rail infrastructure, port and airport capacity o the north south divide. Strategies used in an attempt to resolve regional differences o the place of the UK in the wider world. Links through trade, culture, transport, and electronic communication. Economic and political links: the European Union (EU) and Commonwealth Section C: The challenge of resource management In this section, students are required to study Resource management and ONE from Food or Water or Energy. YOU STUDY ENERGY Resource management Food, water and energy are fundamental to human development. The significance of food, water and energy to economic and social wellbeing. An overview of global inequalities in the supply and consumption of resources. The changing demand and provision of resources in the UK An overview of resources in relation to the UK. Food: 14

15 create opportunities and challenges. o the growing demand for high-value food exports from low income countries and all-year demand for seasonal food and organic produce o larger carbon footprints due to the increasing number of food miles travelled, and moves towards local sourcing of food o the trend towards agribusiness. Water: o the changing demand for water o water quality and pollution management o matching supply and demand areas of deficit and surplus o the need for transfer to maintain supplies. Energy: o the changing energy mix reliance on fossil fuels, growing significance of renewables o reduced domestic supplies of coal, gas and oil o economic and environmental issues associated with exploitation of energy sources Energy Demand for energy resources is rising globally but supply can be insecure, which may lead to conflict. Areas of surplus (security) and deficit (insecurity): o global distribution of energy consumption and supply o reasons for increasing energy consumption: economic development, rising population, technology o factors affecting energy supply: physical factors, cost of exploitation and production, technology and political factors. Impacts of energy insecurity exploration of difficult and environmentally sensitive areas, economic and environmental costs, food production, industrial output, potential for conflict where demand exceeds supply. Different strategies can be used to increase energy supply. Overview of strategies to increase energy supply: o renewable (biomass, wind, hydro, tidal, geothermal, wave and solar) and non-renewable (fossil fuels and nuclear power) sources of energy o an example (FRACKING) to show how the extraction of a fossil fuel has both advantages and disadvantages. 15

16 Moving towards a sustainable resource future: o individual energy use and carbon footprints. Energy conservation: designing homes, workplaces and transport for sustainability, demand reduction, use of technology to increase efficiency in the use of fossil fuels o an example (INDIA/NEPAL) of a local renewable energy scheme in an LIC or NEE to provide sustainable supplies of energy 3.3 Geographical applications (Please refer to pages 23 and 24 of the specification for further details.) The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study Section A: Issue evaluation This section contributes a critical thinking and problem-solving element to the assessment structure. The assessment will provide students with the opportunity to demonstrate geographical skills and applied knowledge and understanding by looking at a particular issue(s) derived from the specification using secondary sources. A resource booklet will be made available from the AQA twelve weeks before the date of the exam so that students have the opportunity to work through the resources, enabling them to become familiar with the material. Students will not be allowed to take the original resource booklet into the examination room but will be issued with a clean copy in the exam. Sources could include maps at different scales, diagrams, graphs, statistics, photographs, satellite images, sketches, extracts from published materials, and quotes from different interest groups Section B: Fieldwork (Please refer to pages 24 and 25 of the specification for further details.) Students undertake two geographical enquiries (rivers and urban) each of which include the use of primary data, collected as part of their fieldwork. Students understanding of the enquiry process will be assessed in the following two ways: questions based on the use of fieldwork materials from an unfamiliar context questions based on students individual enquiry work. Students will be expected to: o apply knowledge and understanding to interpret, analyse and evaluate information and issues related to geographical enquiry o select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings in relation to geographical enquiry. 3.4 Geographical skills (Please refer to pages 25 to 27 of the specification for further details.) Students are required to develop and demonstrate a range of geographical skills, including cartographic, graphical, numerical and statistical skills, throughout their study of the specification. Skills will be assessed in all three written exams. Ordnance Survey (OS) maps or other map extracts may be used in any of the three exams. 16