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S645 Geog A Teacher Guidance Pack WebPDF 1
S645 Geog A Teacher Guidance Pack WebPDF 1
Geography
Guidance Pack
WhentodeliverUnit2fieldwork
10
11
17
Unit4AdvanceInformation:strategiesfortheclassroom
18
Assessmentoverview
Courseplanner
DealingwiththeAdvanceInformation(prerelease)forUnits3and4
Unit3AdvanceInformation:strategiesfortheclassroom
Unit3FeedbackfrompastExaminerReports
TheUnit4genericmarkscheme
20
21
Unit4FeedbackfrompastExaminerReports
2013PearsonEducationLimited.
Allrightsreserved.
AScandidateswhobegintheircourseinSeptember2013willsitbothASexaminations,for
Units1and2,inMay2014
A2candidateswhobegantheirAScourseinSeptember2012willsitbothA2examinations,
forUnits3and4,inJune2014.
Nootherchangestothespecificationunitcontent,orassessment,havebeenmade.However,
centreswillneedtoconsider:
theorderofteachingofunitsatASandA2wehaveprovidedupdatedyearplannersto
helpyouconsiderthisonpages48
whentocompletethefieldworkforUnit2wehavemadesomesuggestionstohelpyou
considerthisonpage9
howtoapproachworkingontheAdvanceInformationforUnits3and4atthesametime
wehaveprovidedsomeupdatedguidance,basedontheSampleAssessmentMaterials
(SAMs)forUnit3,pluscollatedadvicefrompastExaminerReportsrelatingtoUnits3and4,
onpages1022.
Assessment overview
AS (Year 12) two units
Unit1
GlobalChallenges
1hour30minutewrittenexamination
includingacolourResourceBooklet.
60%ofthetotalAS
marks
30%ofthetotalGCE
marks
Unit2
Geographical
Investigations
1hour15minutewrittenexamination
includingacolourResourceBooklet.
40%ofthetotalAS
marks
Fieldworkandresearchskillsformpartof 20%ofthetotalGCE
marks
thisexamination.
ContestedPlanet
Unit4
2hour30minutewrittenexamination
includingprereleasedsynopticresources
(4weeksinadvance)andacolour
ResourceBookletintheexamination.
Part1oftheexaminationwillcoverfive
ofthesixUnit3topics.
Part2willcoverthesixthtopicina
synopticcontext,i.e.pullingtogether
aspectsoftheotherfivetopicsand
linkingtootherpartsofthewhole
course.
1hour30minuteexaminationincluding
prereleasedresearchfocusmaterial
(4weeksinadvance).
Onequestiononchosenoption.
GeographicalResearch
60%ofthetotalA2
marks
30%ofthetotalGCE
marks
40%ofthetotalA2
marks
20%ofthetotalGCE
marks
A2
Unit1GlobalChallenges
Summeronly(May)
Unit2GeographicalInvestigations
Summeronly(May)
Unit3ContestedPlanet
Summeronly(June)
Unit4GeographicalResearch
Summeronly(June)
Course planner
Thefollowingcourseplannercoversthecontentofthewholespecificationandisbasedonfourto
fivehoursofteachingperweek.
PleasenotethatfromSeptember2013:
allexaminationswillbetakenattheendofYear12orYear13
therewillbenoJanuaryexaminations
thecontentandassessmentforthisspecificationhavenotbeenchanged
allsixtopicsinUnit3ContestedPlanetshouldbetaught
contentfromTopic6maybeintegratedintoothertopicsinUnit3suchasTopic1Energy
Security,Topic2WaterConflictsandTopic3BridgingtheDevelopmentGap.
Term/week
Unit/topic
Detailedcontent
Autumnterm,Year12
Week1
Unit1WorldatRisk
1.1Globalhazards
Week2
Unit1WorldatRisk
1.2Globalhazardtrends
Week3
Unit1WorldatRisk
1.3Globalhazardpatterns
Week4
Unit1WorldatRisk
1.4Climatechangeanditscauses
Week5
Unit1WorldatRisk
1.5Theimpactsofglobalwarming
Week6
Unit1WorldatRisk
1.6Copingwithclimatechange
Week7
Unit1WorldatRisk
1.7Thechallengesofglobalhazardsfor
thefuture
Week8
Unit1WorldatRiskconsolidationand
assessmentweek
Week9
Unit1GoingGlobal
2.1Globalisation
Week10
Unit1GoingGlobal
2.2Globalgroupings
Week11
Unit1GoingGlobal
2.3Globalnetworks
Week12
Unit1GoingGlobal
2.4Roots
Week13
Unit1GoingGlobal
2.5Onthemove
Week14
Unit1GoingGlobal
2.6Worldcities
Week15
Unit1GoingGlobal
2.7Globalchallengesforthefuture
Halfterm
ChristmasbreakfollowedbySpringterm
Week16
Unit1GoingGlobalconsolidationand
assessmentweek
Week17
Unit2ExtremeWeatherorCrowdedCoasts
1.1Extremeweatherwatchor
2.1Competitionforcoasts
Week18
Unit2ExtremeWeatherorCrowdedCoasts
1.2Extremeimpactsor
2.2Copingwiththepressure
Week19
Unit2ExtremeWeatherorCrowdedCoasts
1.3Increasingrisksor
2.3Increasingrisks
Week20
Unit2ExtremeWeatherorCrowdedCoasts
1.4Managingextremeweatheror
2.4Coastalmanagement
Week21
Unit2ExtremeWeatherorCrowdedCoasts
Fieldwork
Week22
Unit2(physicaloption)consolidationand
assessmentweek
Analysisoffieldworkandresearchand
exampractice
Week23
Unit2UnequalSpacesorRebrandingPlaces
3.1Recognisinginequalityor
4.1Timetorebrand
Week24
Unit2UnequalSpacesorRebrandingPlaces
3.2Inequalityforwhom?or
4.2Rebrandingstrategies
Week25
Unit2UnequalSpacesorRebrandingPlaces
3.3Managingruralinequalitiesor
4.3Managingruralrebranding
Week26
Unit2UnequalSpacesorRebrandingPlaces
3.4Managingurbaninequalitiesor
4.4Managingurbanrebranding
Halfterm
EasterbreakfollowedbySummerterm
Week27
Unit2UnequalSpacesorRebrandingPlaces
Fieldwork
Week28
Unit2(humanoption)consolidationand
assessmentweek
Analysisoffieldworkandresearchand
exampractice
Week29
Revision
Week30
Revision
Week31
ASExaminationsUnit1
Week32
ASExaminationsUnit2
HalftermfollowedbystartoftheA2course
Week33
ASexaminations
Week34
Unit3EnergySecurity
1.1Energysupply,demandandsecurity
Week35
Unit3EnergySecurity
1.2Impactsofenergysecurity
Week36
Unit3EnergySecurity
1.3Energysecurityandthefuture
Week37
Unit3WaterConflicts
2.1Thegeographyofwatersupply
Week38
Unit3WaterConflicts
2.2Therisksofwaterinsecurity
Summerbreak,endofYear12
Autumnterm,Year13
Week1
Unit3IntroductiontoYear13/Water
Conflicts(continued)
2.2Therisksofwaterinsecurity
Week2
Unit3WaterConflicts
2.3Waterconflictsandthefuture
Week3
Unit3WaterConflictsconsolidationand
assessmentweek
Week4
Unit3BiodiversityunderThreat
3.1Definingbiodiversity
Week5
Unit3BiodiversityunderThreat
3.2Biodiversitythreats
Week6
Unit3BiodiversityunderThreat
3.3Managingbiodiversity
Week7
Unit3BiodiversityunderThreat
consolidationandassessmentweek
Week8
Unit3SuperpowerGeographies
4.1Superpowergeographies
Week9
Unit3SuperpowerGeographies
4.2Theroleofsuperpowers
Week10
Unit3SuperpowerGeographies
4.3Superpowerfutures
Week11
Unit3SuperpowerGeographies
consolidationandassessmentweek
Week12
Unit3BridgingtheDevelopmentGap
5.1Thecausesofthedevelopmentgap
Week13
Unit3BridgingtheDevelopmentGap
5.2Theconsequencesofthedevelopment
gap
Week14
Unit3BridgingtheDevelopmentGap
5.3Reducingthedevelopmentgap
Week15
Unit3BridgingtheDevelopmentGap
consolidationandassessmentweek
Halfterm
ChristmasbreakfollowedbySpringterm
Week16
Unit3TheTechnologicalFix?
6.1Thegeographyoftechnology
Week17
Unit3TheTechnologicalFix?
6.2Technologyanddevelopment
Week18
Unit3TheTechnologicalFix?
6.3Technology,environmentandthe
future
Week19
Unit3TheTechnologicalFix?consolidation
andassessmentweek
Week20
Unit4GeographicalResearch
EnquiryQuestion1
Week21
Unit4GeographicalResearch
EnquiryQuestion1
Week22
Unit4GeographicalResearch
EnquiryQuestion2
Week23
Unit4GeographicalResearch
EnquiryQuestion2
Week24
Unit4GeographicalResearch
EnquiryQuestion3
Week25
Unit4GeographicalResearch
EnquiryQuestion3
Week26
Unit4GeographicalResearch
EnquiryQuestion4
Week27
Unit4GeographicalResearch
EnquiryQuestion4
Halfterm
EasterbreakfollowedbySummerterm
Week28
Unit4GeographicalResearch
Additionalresearchandconsolidation
Week29
Unit4GeographicalResearch
Examinationpractice
Week30
Revision
WorkingonUnits3and4prerelease
Week31
Revision
WorkingonUnits3and4prerelease
Week32
Revision
WorkingonUnits3and4prerelease
HalftermfollowedbyA2examinations
Teacher1
Teacher2
Unit1
WorldatRisk(14xweeks)
GoingGlobal(14xweeks)
Unit2
Physicaloption(10xweeks)
Humanoption(10xweeks)
Unit3
3Topics(24xweeks)
3Topics(24xweeks)
ForUnit4thereareseveralpossibilitieswithtwoteachers,asbelow.
Teacher1
Teacher2
Allstudents
studyone
option
Deliversthecontentin50%ofthe
lessontime.
Provides,guidesandmonitorsstudent
researchintheother50%oflessontime.This
teachercouldalsofocusonresearchandexam
skills.
Students
choosefrom
oneoftwo
options
Inthismodel,studentsdivideintotwogroupsbasedonwhichoptiontheywouldprefer
tostudy,e.g.TectonicActivityandHazardsorColdEnvironmentsLandscapesand
Change.
Asanexample,letussaythereare4x1hourlessonsineachweek.Teacher1delivers
twotaughtonehourlessonstotheTectonicActivitygroup,whiletheColdEnvironments
studentssignin/outandeitherworkintheclassroomontheirownresearch,orusea
learningresourcescentreorsimilar.Teacher2deliversColdEnvironmentsinthe
remaining2x1hourlessons,andsimilarlymonitorstheTectonicActivitygroupwhile
theyresearch.
Unit2fieldworkinSeptember,aspartoftheintroductiontoGCEGeography
Advantages:
Fieldworkvisitsareagoodwaytobuild
groupcoherence
Makesforaninterestingandpotentially
funstarttoGCEGeography
Disadvantages:
Thegapbetweenfieldworkandthe
examislong(althoughthiscouldbe
overcomeduringrevisiontime)
Organisationaldifficultiessoearlyinthe
firstterm
Studentsmaylacktheconceptual
underpinning,havingstudiedverylittle
ofthecourse
Possibilityofgoodweather
Unit2fieldworkinOctoberorNovember
Advantages:
Allowstimetoteach/studythecontent
andconceptsofUnit2anddosome
researchpriortothefieldvisits
Somepossibilityofgoodweather
Fieldcentres,ifused,maybelessbusy
Disadvantages:
Thegapbetweenfieldworkandthe
examisrelativelylong
Daysaregettingshorter
Unit2fieldworkinMarchorApril
Advantages:
Disadvantages:
Closertoexams,sopossiblyfresherin
studentsminds
Fieldstudycentres,ifused,arelikelyto
bebusy
Researchandteachingcouldhavebeen
carriedoutpriortothefieldwork
Othersubjectteachersmayobjectif
studentsareoutofcentreasexams
approach
Thefollowingwouldbesomemoregeneralconsiderations.
Fieldworkandresearcharebestcarriedoutatthesametimeastheunitisbeingtaught.
Thefieldworkmaybebettercarriedouttowardstheendoftheteachingofthetopic,having
allowedsometimeforresearchandwhencontentandideashavebeendelivered.
Guidanceisforatleasttwodaysoffieldwork,e.g.onedayonCrowdedCoastsandoneday
onRebrandingPlaces,althoughadditionaltimeisdesirable.
Wheretwoteachersshareagroup,oneteachercoulddealwithUnit3andonewithUnit4.
Withonlyoneteacher,carewillneedtobetakentosetasidespecificlessonstodealwith
eachprerelease,toavoidconfusion.
Tosupportweakerstudents,itcouldbewisetocolourcode(usingpaperoftwodifferent
colours)handouts,resources,researchmaterials,homeworktasksetc.tomakelinkingthese
toeitherUnit3orUnit4aseasyaspossible.
ItisadvisabletospendfourtosixhoursinclassontheAdvanceInformationforeachof
Units3and4.
FurtherguidanceondealingwiththeAdvanceInformationforUnits3and4inclassisprovided
below.ThisguidancemakesreferencetotheSAMsandPrincipalExaminerReports,bothofwhich
canbefoundathttp://www.edexcel.com/quals/gce/gce08/geography/Pages/default.aspx
10
theyareoftenconfusedwithGreenRevolutioncrops
somebasicscientificbackgroundonhowGMisdevelopedisneeded
therearemanyGMmythsandhalftruths,aswellasgenuineconcerns.
Donotassumecandidatesimmediatelyunderstandthebroadtopicthattheresourcesarebasedon.
PerhapstheBiologyteachercouldgivea15minuteGMprimertoyourGeographers.
Key terminology
Startaglossaryofkeyterminology.Somekeytermsareemboldenedbutothersmayneed
clarificationtoo.OnthesecondpageoftheSAMsUnit3ResourceBookletthiscouldincludeterms
suchastransgenic,resistance,patented,precautionaryprinciple.
Regional background
Theregion,inthiscaseLatinAmerica,maybefamiliartocandidatesbutitmaynot.Considerthe
regionsbroadgeography,asoutlinedbelow.
Historicalgeography
Contemporarygeopolitics
Colonialbackground,settlementhistoryand
ethnicities,longtermregionalantagonismsand
disputes
MembershipofIGOs,regionalblocs,recent
politicaldisputesandrelationships,internal
politicalsystems
Economicdevelopment
Socialconditions
LevelsofdevelopmentindicatedbyGDPper
capita,HDI,economicsectors;major
developmentdifferences,e.g.urban/rural
Developmentdifferencesbasedon
gender/religion,inequality,housingconditions,
environmentalhealthissues,demographics
Thisisanidealpointtosetsomeresearchbasedhomework.Splittheclassintopairs/smallgroupsto
researchcountriesandproduceanA5factsheetoneach.Websitesandotherresourcescanhelp:
socioeconomicdatatablesinthebackofmostatlasestocomparecountriesintheregion
Wikipediascountrypagesprovidesomeuseful,condensedpoliticalandhistoricalbackground
11
onlinedatabasessuchasWorldBankdatahttp://data.worldbank.org/andtheCIAWorld
Factbookhttps://www.cia.gov/library/publications/theworldfactbook/.
InthecaseofBrazilandArgentina,itisworthrecognisingthatbothcountriesarefiercely
independent,oftenrunbypopulistandcharismaticleaders,inneedofexportsbutrivenbysocial
divisions.ThiscouldhelpexplaintherapidadoptionofGMandthefactthatitappearstohave
producedclearwinnersandlosers.
Figures
AllofthefiguresintheResourceBookletneedtobecarefullyanalysed.Somesuggestionsforthe
figuresintheSAMsResourceBookletareasfollows:
Figure2:alinegraph,soanalysethetrend(GMcropareagrewrapidlyinindustrial
countries,thenslowedbutindevelopingcountriesitisgrowingrapidly)
Figure3:aworldmap,soanalysethepattern(GMiswidespreadintheAmericas,butbarely
touchesAfrica;inEuropetherearebigvariations).Askquestionsofthefigures,e.g.Why
doesGMhavethisglobalpattern?
Figure5:thisisamoredifficultfigure,asitisastackedareagraph(in2006cottonhasavery
smallacreageof2million,not59million);roughpercentagesfor1981,1996and2006could
beworkedouttohelpanalysethedata
Figure9:thisisamoredetailedareamapforpartofArgentina.Theareasonthemapcould
beresearchedinmoredepthusingatlases,GoogleEarthandotherresources
Figure13:acomplexgraphwithanamedsource,whichcouldberesearchedinmoredetail.
Somecandidateswouldbenefitfromwritinganexplanationofwhatthisgraphshowsfor
Argentina,BrazilandParaguay.
Players
Actions
Futures
Therole,viewsandvaluesof
individuals,pressuregroups
andpoliticalmovements,
governments,businessand
internationalagencies.
Local,nationaland
internationalscaleactions;
contrastsbetweenneoliberal
marketledapproaches,
socialistandgrassrootsmodels:
sustainabledevelopment.
Businessasusualmodels,
sustainablefuturesandmore
radicalapproachesinvolving
conceptssuchasgreen
growth.
Players:theplayersshouldbelistedfromtheresourcesanddiscussed.Ifanyareunfamiliar,these
canberesearched(seethewebsitesintheResourceBookletanduseothers).UsetheViewsatthe
endoftheResourceBookletcarefully,anddrawupviewsanalysistablessuchastheonebelow.
12
Player(and
type)
For
GM
Against Basisforview
GM
Agreement/conflict
View1
FAO(IGO)
Similartoothertypesof
farming
SimilartoNCB,conflicts
withGS
View2
FAO
(individual)
Conflictingviewsof
players
LeanstowardNCBview
View3
Greenpeace
(global
pressure
group)
Questionablebenefits;
herbicideuse
AgreeswithWWF,
conflictswithviewsof
TNCsinResource
Booklet
View4
ISAAA(NFP)
Povertyreduction
DirectlyconflictswithGS
View5
NCB(think
tank)
Benefitsoutweighcosts
butresearchneeded
Similarstandpointto
FAO
View6
WWF(global
pressure
group)
Environment,soil
erosion,deforestation
AgreeswithGreenpeace
View7
GS(localNGO)
Social/equalityconcerns,
jobs
Directlyconflictswith
ISAAA
Neutral
Actions:lookforevidenceofactionsatdifferentscalesandbydifferentplayersintheresources.
GrowthinGMcrops,inmanycases,isamarketleddevelopment,withtheTNCswho
developtheseedandassociatedproducts(suchasherbicide)essentiallymotivatedbyprofit.
ForfarmersinLatinAmerica,GMrepresentsamoveintoamoremarketeconomy,basedon
exports,largerfarmsandspecialisation.
GMisnotpurelymarketdrivenasgovernmenthastoapprove(ornot)itsuse.
NGOsandenvironmentalpressuregroupshaveledagrassrootscampaignagainstGM,
locallyandglobally,whichhasbeenpartlysuccessfulincountriesliketheUK.
ManyoftheViewsarguethatGMispotentiallybeneficial,butneedstobemadesustainable
suchasViews1,2and5.
Futures:thisthemecanbeapproachedinseveralways.
ContinuedexpansionofGMinLatinAmericafollowingasimilarpathtothattravelledsofar
mightbeseenasthebusinessasusualfuture,butconsiderationneedstobegivento
whetherornotfurtherexpansionofGMis,orcouldbe,mademoresustainable.
Greenpeace,WWFandothersmightfeelthatGMshouldbebanned(theradicaloption).
Sometimesoptionsaregivenattheendoftheresources,e.g.intheJanuary2011and
January2013ResourceBooklet.Ifthisisthecase,theseneedtobeconsideredcarefully
aretheyradical,sustainableorbusinessasusualandwhatwouldbethe
impacts/consequencesofeach?
13
Synopticitycanbedemonstratedinalargenumberofways,butitdoesneedtobeconsideredin
advance.Essentiallyitcanbethoughtofasbroadeninganddeepening,i.e.goingbeyondthe
ResourceBooklettomakelinkswithwidergeographicalissues,themesandplacesandproviding
additionaldepthtoissues,examplesandthemesraisedinthebooklet.Somesuggestionsinclude
thefollowing.
Unit3context
Globalthemes
Unit1links
Linktheresourcestothe
Lookforlinkstoglobally
contentoftheUnit3topicthey significantissuessuchas
arebasedupon.
climatechange,foodsecurity,
populationgrowth,resource
depletion.
LookforlinkstoUnit1,suchas
globalwarming,migration,
globalisation.
Parallelexamples
Parallelregions
Modelsandtheories
Considerotherexamplesfrom
aroundtheworldwhichare
similarto,orcontrastwith,
thoseintheResourceBooklet.
Lookataregionwithasimilar
Consideranymodelsor
levelofdevelopmentandlook theoriesthatlinktothethemes
forsimilaritiesanddifferences. intheResourceBooklet.
Unit3context:theGMcropresourceslinkverystronglytosection6.2inthespecification,
Technologyanddevelopment,aswellastootherpartsofTopic6TheTechnologicalFix?
BeyondthisthereareobviouslinkstoTopic3BiodiversityunderThreat(deforestationfor
landforGMcrops)andTopic5BridgingtheDevelopmentGap(GMasaneconomic
developmenttool).
Globalthemes:thereisaclearlinktotheglobalissueoffoodsecurityandthedegreeto
whichGMispartofthesolutionorpartoftheproblem.
Unit1links:theroleofTNCsinGMlinkstotheUnit1content,asdoesthethemeofclimate
changeandtheextenttowhichGMcouldbeasolutionforfarmersinachangingclimate,or
climatechangeposesathreattoGMsprogress.
Thethreetypesofsynopticityabovecanveryeasilybeapproachedintheprereleasephaseby
gettingcandidates,inpairsorgroups,toproducespiderdiagrams/mindmapstomapthelinks
withinUnit3toUnit1andbeyond.
14
Parallelexamples:GreenRevolutioncropsareaveryobviousparallelexample,asisorganic
farming.Bothcouldbebrieflymentionedinquestions6band6cascontrastingwithGM.
TheimpactsofGRcropsinIndia(socialpolarisation)couldusefullybeusedtoreinforcean
argumentinquestion6c.
Parallelregions:LatinAmericaissimilarintermsofdevelopmentleveltoEastAsia,where
GMhasmadesimilar(somewhatless)progress;researchintoGMinChinawouldbean
obviouspathtopursue.
Modelsandtheories:thesustainabilityquadrantorstoolprovidesausefulconceptual
modelthatcanbedirectlyappliedtoquestion6candusedasastructure;theeconomic,
socialandenvironmentalissuesintheresourcesverymuchsignpostsustainabilityasakey
theme.
Lastly,thewebsites,whicharealwaysincludedattheendoftheResourceBooklet,offer
opportunitiesforsynopticresearch.Candidatesshouldusethese,andother,websitestoresearch
someoftheissuesinmoredetail.Ideally,askcandidatestomakenotesaboutthecontentof
websites,ratherthanprintinghugevolumesofmaterialthatcanneverpossiblybeused.
Anyadditionalmaterial,notintheResourceBooklet,willbecreditedassynopticaslongasit:
isrelevanttothequestion
isaccurateandsourced(suchasinformationfromawebsite)
addstothequalityoftheanswer.
Althoughthequestionsdifferineachexamination,therearesomecommonthemes.
Question6aisoftenabroadscenesettingquestionwhichrequiresanexplanationofthe
issueorkeyfactors/reasonsthathavecontributedtoanexistingsituation.
Questions6band6cusuallydemandhigherorderthinkingskillssuchasassessmentand
evaluation.
Question6boftenfocusesonprevailingissuesandproblemsandtheirimpacts.
Question6coftenlookstothefutureinsomeway,sometimesbyconsideringthesuitability
ofdifferentoptionsintermsofmanagementandtheimpactsondifferentpeople.
15
Inordertoaccesstheupperlevelsofthemarkscheme,candidatesneedtobeawareofthe
demandsofthemarkscheme.Thisisespeciallythecaseforquestionsusingcommandwordssuchas
assess,towhatextent,discussandevaluate.Thesequestionstendtobemarkedinfourlevelsand
haveatariffof12+marks(seetheSAMsexampleabove,questions6band6c).Thesemarkschemes
canbeusefullyvisualisedinthefollowingway.
Level1
Level2
Level3
Level4
Ascandidatesmoveupthelevelsinthemarkscheme,thebalanceofskillsdemonstratedintheir
answerschangessignificantly.
Answersrely,with
varyingaccuracyand
appropriateness,on
theResourceBooklet
todescribethe
situation,withsome
partialexplanations.
Someaspectsofthe
issue/situationare
explained,and
descriptivematerial
supportsthis.No
attemptismadeto
movebeyondthe
ResourceBooklet.
Descriptivematerialis
usedselectively,and
explanationsareclear;
evaluationbeginsbut
maybeimplied;some
basicsynoptic
informationisused,
notfullyappropriately.
16
Descriptionisselective
andexplanationsare
conciseandappliedto
thequestion,which
supportsevaluative
judgementsina
synopticcontext.
Brieflyplanninganswerstoallthreesubquestions(6a,6b,6c)atthestartisagoodidea.
Thisisbecausethethreesubquestionsformalinkedsequence.Underpressureintheexam,
candidatescanwronglyinterpretquitedifferentquestionsasbeingsimilar(andwritevery
similaranswers).Planningminimisestheriskofthishappening.
Somecandidateshaveaweakappreciationofthebasicgeographyoftheregionthe
resourcesaresetin,e.g.itslevelofeconomicdevelopment,languages,physicalfeaturesetc.
Thiscanunderminethequalityofanswers.
Timingcanbeanissue,withquestion6coftensuffering.Usingamockexamreducesthe
likelihoodofthishappening.AmockcouldbeusedaspartofrevisionforanotherUnit3
topic,e.g.theJanuary2011NorthAmericaEnergySecurityexammaterialsareaveryuseful
standalonecasestudyofenergysecurityissues.
Skillininterpretingawidevarietyofgeographicaldataformspartoftheassessmentof
Unit3SectionB.Inordertodemonstratethis,candidatesmustcarefullyselectand
accuratelyuseinformationintheresources,andrefertoitdirectly(byfigurenumberetc.)
intheiranswers.
Whencandidatesarepresentedwithoptions,theyoftenstruggletomakeclear,firm
judgements.Theskillofjustifyingachoiceisunderdeveloped.Candidatesshouldbe
confidentinacceptingoneoptionandrejectingothers,aslongastheyuseevidenceand
havecogentreasons.Ifoptionsarepartoftheexercise,markschemesneverindicatethat
oneoptionispreferredtoothers.
TheViewswhichappearonthelastpageoftheResourceBookletarefrequentlyunderused
andsometimesmisunderstood.
Prejudgingthequestions,andoverpreparingforassumedquestions,isalwaysamistake.
Synopticlinksandideasareoftennotincludedandthisrestrictsachievement.
Somesynopticityisfalseorforced;thismostoftenhappenswhenacasestudyisshoe
hornedintoananswerinaninappropriateandusuallyfartoodetailedway.
Candidatesoftendonotfullyappreciatethedifferentmeaningsofkeywordssuchassocial,
economic,environmentalandpolitical.
17
theresearchfocusisnotprovidedsothatcandidatesandteacherscanguessthequestion
thisapproachoftenleadstocandidatesansweringaprepreparedquestionratherthanthe
actualquestiontheyarefacedwithwhentheyopentheexaminationpaper
theresearchfocususuallystraddlesseveralspecificationenquiryquestions,notjustone.
theresearchfocusmayrelatetoseveralspecificationbulletpointsacrossseveralenquiry
questions,ratherthanallthebulletpointsinoneenquiryquestion
theresearchfocusisprovidedintheformoftwobulletpoints,aResearchbulletandan
Explorebullet.
Givecandidatesacopyofthespecificationforthewholeoption(EnquiryQuestions14for
yourchosenoption)andacopyoftheirresearchfocus.
Ingroupsoftwotofour,getstudentstomatchtheresearchfocuswiththespecification,by
matchingkeywordsandphrasesandthinkingaboutthesortsofideasandconceptsthat
couldberelevant.Studentscanusehighlighterstodothis.
Comparethedifferentresults/viewsofthegroupsandcometoaconsensusaboutwhich
areasofthespecificationtheresearchfocusrelatesto.Notethatsomelinksmightbevery
obviousandstrong,whereasothersmightbeweaker(butstillrelevant).
Althoughthismightseemlikeatimeconsumingactivity,itisusefultocollatedifferentviews.There
canbeadangerthat,ifonestudent,orasingleteacher,decideswhichareasofthespecificationthe
researchfocusrelatesto,somelinksaremissed.
TheExplorebulletfocusesonconcepts,themesandideaswhereastheResearchbulletfocuseson
examples,placesandcasestudiesthatshouldbeincludedinthefinalresearchandpreparation.Itis
importanttogivethesamedegreeofimportancetobothbullets.FortheResearchbulletlookout
forplaceinformation,suchas:
contrastinglocations
rangeoflocations
arangeofscalesandlocations.
Thiscouldindicateaneedtoincludedevelopedvsdevelopingworld,urbanvsruralorlocal,national
andglobalcontrasts.
Lookcarefullyatthekeywordsintheresearchfocusandbearinmindthat:
somewords/phrasescanappearmoreprominentthatothers,leadingtoconcentrationon
oneaspectoftheresearchfocusattheexpenseofothers
itispossibletogethunguponthemeaningofsomewordsandconcentrateonthese,
againattheexpenseofotherimportantpartsoftheresearchfocus
wordstowardstheendoftheResearchbulletcangetignored
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thereissometimesatendencytofocusmoreontheExplorebulletthantheResearch
bullet
somewordscanbewronglyinterpretedinanegativeonlyway,e.g.impacts,challenges,
effects,consequences.
Filling in gaps
Havingconsideredtheresearchfocusandthespecification,candidatesneedtodecidewhich
materialtheyhave,fromlessonsandtheirownresearch,thatisrelevant.
Spendsometimeorganisingmaterialinstudentsfiles;thiscouldbetrafficlightedasgreen,
amberandred(veryrelevant,relevant,lessrelevant).
Duringthisprocessgapscanbeidentified.
Payparticularattentiontoplaceandscalecontrasttomakesuretherequiredrangeis
present.
Insomeoptionstherecanbeafalserangeproblem.Forexample,ifastudenthasthree
examplesofearthquakesondestructiveplatemarginsinLEDCs,becausethesearein
differentlocationstheymayappeartobearangebutinfactillustrateverysimilarissues.
ThiscanalsobeaproblemwithdiseasetypesinOption5,forinstance.
Additionalresearchcanbecarriedouttofillinanygaps.
Goodqualityanswersintheexamoftencontainamixtureofdetailedcasesstudiesandsmaller
examples.Thedetailedcasestudiesprovidetherequireddepth,whereasthesmallerexamples
providerangeandcontrast.Bearthisismindwhenpreparingfortheexam.
Guessingthequestionfrequentlyleadscandidatesastrayandintheexamtheyoftenwrite
ananswertoaprepreparedquestion,whichcanseverelyrestricttheirmarks.
Alternatively,trytogeneratealargerangeofquestions.
Putstudentsintogroupsoftwotofourandaskthemtocomeupwithaquestion.
Usepastquestionstoshowtheformatsquestionsareoftenin,andthecommandwords
used.
Youcouldgivedifferentcommandwordstodifferentgroups,touseintheirquestions
(explain,assess,discuss,evaluate,towhatextentetc.).
Aimtoproduceaquestionwall,withalotofpossiblequestions,onA3sheetsofpaper.
Someofthesecanbeplannedasagroupactivity;thisislikelytobemoreeffectiveatmaking
studentsthinkaboutthemeaningofquestionsanddifferentapproachestotheanswers
thantryingtonaildownonequestionwhichthenprovestobeincorrect.
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thereportismarkedoutof70
themarksavailablefortheintroduction,analysisandconclusiontotal25(10+15),or35%of
the70marks
therearespecificmarksforQWC(10).
Onewaytoreinforcethis,duringtheprereleasephase,istoplansomereportsasagroupactivity
andmakesuretheintroductionandconclusionareplanned,aswellasthemainbodyofthereport.
Ifstudentsstruggletogettogripswiththelengthygenericmarkscheme,theymightwishto
considerthecheeseburgermodelbelowasanaidememoire.
The introducon
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Avoidmakingthissectionoverlongandverydescriptive;themajorityofcandidateswrite
1to2sidesatmost.
Someintroductionssufferfromtoomuchgeneralbackground,e.g.onplatetectonicsand
typesofplatemargin,andfailtofocusonthequestion.
Introductionsbrokendownintoheadedsubsections(e.g.definitions,focus,framework)
tendtolackcoherence.
Introductionswhichsetouthowthequestionisgoingtobeanswered,i.e.providea
directionandperhapsstatewhattheargument/answerisgoingtobe,tendtobethemost
coherent.
Itisusefultomentionthemaincasestudiesandexamplesthataretobeused,andbriefly
justifythis(thisoftenaddressesissuesofscaleandcontrastinglocationswithinthe
question).
Modelsandtheoriesoftenprovideausefulframeworkforawholereport,andthesecanbe
usefullyintroducedatthestart(butshouldbereferredtoagainintheanalysisand
conclusion).
Arangeofmaterialandresearchsourcesneedtobeused,andthismustbeagenuinerange
notafalseone(seeabove).
Candidatesneedtoincludeamethodology,containingtheirsources;mostcandidatesplace
thisaftertheintroduction.
Themethodologycouldbeintheformofatable,aparagraphorextendedfootnotesno
particularformatispreferred.
Themethodologyshouldcommentonissuessuchasresearchsourcerange,accuracy,bias,
ageandreliability.
Careshouldbetakennottowriteamethodologyintheformofaverylong,complextable
themethodologyisonlyonepartofthemarkschemeforthissectionandtheexamisonly
1hoursinlength.
Candidatesshouldbewaryofusingmanyoldercasestudiesandexampleswithout
justification,asthemarkschemereferstotopicalevidence.
Theinclusionoftheory/conceptsisanimportantpartofthissectiononthemarkscheme.
Factualaccuracyisimportant.
Themainbodyofthereportshouldbesubdividedintosubsections,usingheadings.
Thereisnoneedforcomplexsubheadingnumberingsystemssuchas2.1.2,2.1.3etc.
Conceptualsubheadings (economic,social,environmental)workbetterthan subheadings
basedoncasestudies(Haiti2010,MtPinatubo1991,Sendai2011)thelattertendtolead
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to very descriptive, noncomparative reports which have a and the next case study is
structure.
Diagramsshouldbeusedselectively,beaccurateandbereferredtointhetext.
Candidatesneedtogothroughadoubleprocessofcasestudyselection:first,theyneedto
answerthequestionDoesthiscasestudyhelpanswerthequestion?IftheanswerisYes,
then they should ask, secondly, What information from the case study is relevant to this
question?FailuretobeselectiveinthiswaytendstoleadtoaneverythingIknowaboutX
answer.
Reference back to the question should be made often, to ensure it is still being answered
andthatevidenceusedisbeingappliedtothequestion.
Itisbettertocompareandcontrastexamplesandcasestudiesthantodescribethem.
Ongoingevaluationisimportant.
Thiscouldconsistofshort,summativeparagraphsattheendofdifferentsectionsofthe
analysis.
UseofsubheadingssuchasSummaryorevenOngoingevaluationisacceptableandmay
helpcandidatesstructuretheirreports.
Enoughtimeneedstobelefttoformulateaproperconclusion,i.e.15minutes.
Althoughinnowayahardandfastrule,mostgoodconclusionsarethreequartersofaside
long;aconclusionoffourtofivelinesisunlikelytoscorehighmarks.
Candidatesshouldreferdirectlytothequestioninaconclusion.
Aweaknessofmanyconclusionsisthatverylittleoftheevidenceusedinthereportis
referredto/recalled;casestudiesandexamples,aswellasconceptsandmodels,needtobe
recalled.
Subsections(i.e.areport,notanessay)mustbeused.
Thestructureofthereportneedstobelogical(thisisonereasonwhy,intheintroduction,it
isusefultosetoutthedirectionofthereport).
Throughoutthereport,sourcesshouldbestatedeitherinbracketsorasfootnotes.
Harvardstylereferencingisnotrequired,butsourcesshouldconsistofatitle,authorand
dateifreferringtoatextbook,journalorarticle.
Bibliographiesarenormallysuperfluousifreferencinghasbeenincludedinthemainbodyof
thereport;theexceptioniswhenreferencesareindicatedbynumbersinthetextandare
linkedtoanumberedbibliographygivenattheend.
Terminologymustbeusedwithaccuracy.
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