ccea gcse specification in geography geog… · ccea gcse geography from september 2017 version 3:...
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GCSE
For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 3910
Version 3: 15 June 2017
CCEA GCSE Specification in
Geography
Version3:15June2017
Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations
4
2 Specification at a Glance
5
3 Subject Content 7 3.1 Geographicalconcepts 73.2 Integrationofskillsandtechniques 73.3 Useofcasestudies/placesforillustrationpurposesonly 83.4 Unit1:UnderstandingOurNaturalWorld 93.5 Unit2:LivinginOurWorld 183.6
Unit3:Fieldwork 25
4 Scheme of Assessment 27 4.1 Assessmentopportunities 274.2 Assessmentobjectives 274.3 Assessmentobjectiveweightings 274.4 Qualityofwrittencommunication 284.5 Reportingandgrading
28
5 Grade Descriptions
29
6 Guidance on External Assessment 31 6.1 Unit1:UnderstandingOurNaturalWorld 316.2 Unit2:LivinginOurWorld 316.3 Unit3:Fieldwork
31
7 Curriculum Objectives 33 7.1 Cross-CurricularSkillsatKeyStage4 337.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4
34
8 Links and Support 36 8.1 Support 368.2 Examinationentries 368.3 Equalityandinclusion 368.4 Contactdetails 37 Summary of Changes since First Issue
38
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Thisspecificationisavailableonlineatwww.ccea.org.uk
SubjectCodeQAN
3910603/1080/7
ACCEAPublication©2017
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1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinGeography.Wehavedesignedthisspecificationtomeettherequirementsof:
• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:
• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk
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1.1 Aims Thisspecificationaimstoencouragestudentsto:
• followabroad,coherentandworthwhilecourseofstudy;• activelyengageinstudyinggeographytodevelopaseffectiveandindependentlearnersandascriticalthinkerswithenquiringminds;
• developtheirknowledgeandunderstandingofgeographicalconceptsandappreciatehowtheseconceptsaffectourchangingworld;
• recognisethedifferencesandsimilaritiesbetweenpeople’sviewsoftheworld,anditsenvironments,societiesandcultures;
• developtheirresponsibilitiesasglobalcitizensandrecognisehowtheycancontributetoafuturethatissustainableandinclusive;
• developandapplytheirlearningtotherealworldthroughfieldworkandotherlearningoutsidetheclassroom;and
• gainconfidenceinmakinginformeddecisionsaboutfurtherlearningopportunitiesandcareerchoices.
1.2 Key features Thefollowingareimportantfeaturesofthisspecification.
• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.
• Fieldworkisassessedthroughanexternalexaminationsupportedbyprimarydatacollection.
• Thereisonetierofentryforallstudents.• Itprovidesasoundbasisforfurtherstudyofgeography,forexampleASandAlevelGeography.
1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis3910.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.
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2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.
Content
Assessment
Weightings
Availability
Unit1:UnderstandingOurNaturalWorldThemeA:RiverEnvironments(25%)ThemeB:CoastalEnvironments(25%)ThemeC:OurChangingWeatherandClimate(25%)ThemeD:TheRestlessEarth(25%)
Externalwrittenexamination1hour30minsTheexaminationincludesfourmulti-partquestions,oneoneachtheme.Studentsanswerallfourquestions.
40% Summerfrom2018
Unit2:LivinginOurWorldThemeA:PopulationandMigration(25%)ThemeB:ChangingUrbanAreas(25%)ThemeC:ContrastsinWorldDevelopment(25%)ThemeD:ManagingOurEnvironment(25%)
Externalwrittenexamination1hour30minsTheexaminationincludesfourmulti-partquestions,oneoneachtheme.Studentsanswerallfourquestions.
40% Summerfrom2018
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Content
Assessment
Weightings
Availability
Unit3:Fieldwork
Externalwrittenexamination1hourStudentsbasetheiranswersontheirknowledgeandexperienceoffieldwork.Studentsmustbringafieldworkstatementandtableofdataintotheexamination.Formoredetails,seeSection6.3.
20% Summerfrom2019
Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.
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3 Subject Content Wehavedividedthiscourseintothreeunits.Thissectionsetsoutthecontentandlearningoutcomesforeachunit.3.1 Geographical concepts Studentsmustunderstandandapplythefollowingconcepts:
• interrelationshipsbetweenpeopleandthenaturalenvironment;• theneedtomanagebothphysicalandhumanresources;• interdependencebetweencountries;• internationalco-operationtotackleglobalissues;and• sustainabledevelopment. 3.2 Integration of skills and techniques Teachersshouldintegratethefollowingskillsandtechniqueslistedbelowintotheirteachingofthethemes.Map skills Studentsshoulduseavarietyofmaps,includingthosegeneratedbygeographicinformationsystems(GIS),todeveloptheirmapskills.Theyshouldbeableto:
• readmapsandusethefollowing:– letterandnumberco-ordinates;– four-figureandsix-figuregridreferences;– latitudeandlongitude;and– theeightpointsofthecompass;
• identifyfeaturesonaplanormapbyusingsymbolsandakey;• drawsimplesketchmapsthatarenottoscale;• demonstrateknowledgeandunderstandingofscalebymeasuringarea,straightlinedistancesandcurvedlinedistances;
• demonstrateknowledgeandunderstandingofhowreliefisrepresentedonOrdnanceSurvey(OS)maps(1:50,000);
• identifymajorrelieffeaturesonmaps;• relatecross-sectionaldrawingstorelieffeatures;• constructandinterpretmapstoshowdistributions,densitiesandflows;• analysetheinterrelationshipbetweenphysicalandhumanfactorsonmaps;• identify,describe,analyseandinterpretpatternsonmaps,including:– synopticcharts;– satelliteimages;and– aerialphotographs;and
• establishassociationsbetweenpatternsobservedonthematicmaps.
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Data processing Studentsshouldbeableto:
• analyseandinterpretawiderangeofsecondarysources,includingcensusdata(pleasenotethatcensusdataisacceptableasprimaryorsecondarydata);
• identifygeographicalquestionsandissues;• establishappropriatesequencesofinvestigation;• useavarietyofmethods,includingICT-basedresourcessuchastheinternetandGIS,todothefollowing:– identifyandcollectevidencefromprimaryandsecondarysources;– prepareandpresentfindings,incorporatingtext,tables,bargraphs,pictographs,linegraphs,frequencydiagrams,piecharts,scattergraphs,maps,annotatedfieldsketchesand/orsketchmaps;and
– investigatepatternsinandrelationshipsbetweenvariables,forexampleusingspreadsheets,andusingGISpackagestolinkdigitaldatatomappatterns;
• analyseandinterpretawiderangeofevidence,makedecisions,anddrawandjustifyconclusions;and
• evaluatemethodsofcollecting,presentingandanalysingevidence,aswellasthevalidityandlimitationsoftheevidenceandconclusions.
3.3 Use of case studies/places for illustration purposes only Teachersselectappropriatecasestudymaterialtoexemplifythelearningoutcomes.Whereanexampleofacasestudyisgiveninthelearningoutcomes,studentsarenotexpectedtohavebeentaughttheparticularexamplegiven.Theyshouldbeabletoillustratetheiranswerwithdetailedfactsandfiguresforanappropriatecasestudyoftheirchoice.Insomeinstances,adetailedcasestudyisnotrequired;however,thelearningoutcomesareenhancedbyreferencetoplacesforillustrationpurposesonly.Forexample,inUnit2ThemeC,studentsshouldbeableto:
• demonstrateunderstandingoffairtradeandtheadvantagesitbringstoLEDCs(withreferencetoplacesforillustrationpurposesonly).
So,studentsshouldbeawareoftheadvantagesoffairtradeingeneralandtheyshouldbeabletorefertosomelesseconomicallydevelopedcountries(LEDCs)toillustratethis.Theyarenotexpectedtoknowspecificdetailsabouttheadvantagestothesecountries.
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3.4 Unit 1: Understanding Our Natural World Thisunithasfourthemescoveringphysicalgeographicalprocessesandsystems,andhumaninteractionwiththem.Studentsinvestigatefluvialenvironments,coastalenvironments,theprocessesthatshapeourweather,andtheforcesthatcreateearthquakesandvolcanicactivity.Assessmentforthisunitisawrittenexaminationthatincludesbothshortresponsequestionsandextendedwritingquestions.Formoredetails,seeSection6. Theme A: River Environments Thisthemeexploresriverfeaturesandtheprocessesleadingtotheirformation.Studentsinvestigatethecausesoffloodingandevaluatearivermanagementstrategy,referringtotheprinciplesofsustainability.KeygeographicaltermsWatercycle,drainagebasin,precipitation,interception,surfacerunoff/overlandflow,infiltration,throughflow,percolation,groundwaterflow,evapotranspiration,watershed,source,tributary,confluence,rivermouth;gradient,depth,width,load,riverdischarge;erosion,attrition,abrasion/corrasion,hydraulicaction,solution/corrosion;transportation,solution,suspension,saltation,traction;deposition;riverlandforms,waterfall,meander,slip-offslope,rivercliff,floodplain,levees;flooding,rivermanagementstrategy,hardengineeringmethods(dams,floodwalls,levees,embankments,straighteninganddeepeningtheriver),softengineeringmethods(washlands,landusezoning,afforestation).
Content
LearningOutcomes
Thedrainagebasin:acomponentofthewatercycle
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingofthefollowingelementsofthedrainagebasinandtheirinterrelationships:– inputs(precipitation);– stores(interceptionbyvegetation);– transfers(surfacerunoff/overlandflow,infiltration,throughflow,percolationandgroundwaterflow);and
– outputs(riverdischargeandevapotranspiration).
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Content
LearningOutcomes
Thedrainagebasin:acomponentofthewatercycle(cont.)
Studentsshouldbeableto:
• identifyanddefinethefollowingcharacteristicsofadrainagebasin:– watershed;– source;– tributary;– confluence;and– rivermouth;
• demonstrateknowledgeandunderstandingofhowgradient,depth,width,dischargeandloadchangealongthelongprofileofariveranditsvalley;
Riverprocessesandlandforms
• demonstrateknowledgeandunderstandingofthefollowingprocesses:– erosion(attrition,abrasion/corrasion,hydraulicactionandsolution/corrosion);
– transportation(solution,suspension,saltationandtraction);and
– deposition;
• explain(withreferencetoplacesforillustrationpurposesonly)theformationofthefollowingriverlandformsusingannotatedcross-sectionaldiagrams:– waterfall;– meander,includingslip-offslopeandrivercliff;and– floodplainandlevees;
• interpretaerialphotographsandOSmapstoidentifyriverlandformsandlanduses;
Sustainablemanagementofrivers
• demonstrateknowledgeandunderstandingofthephysicalandhumancausesoffloodinginthecontextofonecasestudyfromtheBritishIsles(forexampleSomersetLevels,2014);and
• recognisetheimpactsoffloodingon:– people(lossoflife,propertyandinsurancecover);and– theenvironment(pollutionanddestructionofwildlifehabitats).
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Content
LearningOutcomes
Sustainablemanagementofrivers(cont.)
Studentsshouldbeableto:
• demonstrateknowledgeofthefollowingfloodmanagementmethods:– hardengineering(dams,floodwalls,levees,embankments,andstraighteninganddeepeningtheriver);and
– softengineering(washlands,landusezoningandafforestation);and
• investigateonecasestudyofariveroutsidetheBritishIsles(forexampletheMississippi)andevaluatetherivermanagementstrategyused,referringtotheprinciplesofsustainability.
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Theme B: Coastal Environments Inthistheme,studentsexplorecoastallandformsandtheprocessesleadingtotheirformation.Studentsinvestigatetheneedforcoastaldefencesandevaluatehardandsoftcoastalmanagementmethods.Studentsalsoevaluateacoastalmanagementstrategy,referringtotheprinciplesofsustainability.KeygeographicaltermsWave(constructive,destructive),erosion,attrition,abrasion/corrasion,hydraulicaction,solution/corrosion;transportation,longshoredrift;deposition;coastallandforms,headland,cliff,wavecutplatform,cave,arch,stack,beach(sandybeach,shinglebeach),spit,hookedspit;coastaldefences,hardengineeringmethods(seawalls,groynes,gabions),softengineeringmethods(beachnourishment,managedretreat),coastalmanagementstrategy.
Content
LearningOutcomes
Coastalprocessesandlandforms
Studentsshouldbeableto:
• demonstrateunderstandingthatthedynamicnatureofthecoastisduetoconstructiveanddestructivewaves;
• demonstrateknowledgeandunderstandingofthefollowingprocesses:– erosion(attrition,abrasion/corrasion,hydraulicactionandsolution/corrosion);
– transportation(longshoredrift);and– deposition;
• explaintheformationofthefollowingcoastallandforms(withreferencetoplacesforillustrationpurposesonly):– erosionallandforms(headland,cliff,wavecutplatform,cave,arch,stackandstump);and
– depositionallandforms(sandybeach,shinglebeachandspit,includinghookedspit);and
• interpretaerialphotographsandOSmapstoidentifycoastallandformsandlanduses.
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Content
LearningOutcomes
Sustainablemanagementofcoasts
Studentsshouldbeableto:
• recognisethefollowingreasonsforcoastaldefences:– inallcontinents,exceptAfrica,mostpeoplelivenearcoasts;
– coastalareasareimportanteconomically,forexampleasalocationfortourism,fishingandportactivity;and
– sealevelsriseasaresultofclimatechange;
• describeandevaluatethefollowingmethodsofcoastalmanagement:– hardengineering(seawalls,groynesandgabions);and– softengineering(beachnourishmentandmanagedretreat);and
• investigateonecasestudyofcoastalmanagementfrom theBritishIsles(forexampleNewcastle,CountyDown),andevaluatethecoastalmanagementstrategyused,referringtotheprinciplesofsustainability.
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Theme C: Our Changing Weather and Climate ThisthemeexploresthecausesofweatherintheBritishIslesandhowpeopledealwithitsimpacts.Studentsinvestigatethedevelopmentoflowpressuresystems(depressions)andhighpressuresystems(anticyclones)andthetypicalweatherassociatedwithbothweathersystems.KeygeographicaltermsWeather,climate;temperature,digitalthermometer,precipitation,raingauge,winddirection,windvane,windspeed,anemometer,knots,atmosphericpressure,barometer,millibars,cloudtypes(stratus,cumulus,cumulonimbus,cirrus),cloudcover,okta;weatherforecast,land-basedstations,rainfallradar,geostationarysatellite,polarsatellite,buoys;latitude,prevailingwind,altitude,airmass(tropicalmaritime,tropicalcontinental,polarmaritime,polarcontinental);frontaldepression,warmfront,warmsector,coldfront;anticyclone,synopticchart,satelliteimage.
Content
LearningOutcomes
Measuringtheelementsoftheweather
Studentsshouldbeableto:
• distinguishbetweenweatherandclimate;
• describehowtomeasurethefollowingelementsoftheweather:– temperature(digitalthermometer–°C);– precipitation(raingauge–mm);– winddirection(windvane–eightcompasspoints);– windspeed(anemometer–knots);– atmosphericpressure(barometer–mb);– cloudtypes(stratus,cumulus,cumulonimbusandcirrus);and
– cloudcover(observation–oktas);
• describesourcesofdataforaweatherforecast:– onland(land-basedstationsandrainfallradar);– intheair(satellites–geostationaryandpolar);and– atsea(buoys);and
Factorsaffectingclimate
• demonstrateknowledgeandunderstandingofthefollowingfactorsthataffectclimate:– latitude;– prevailingwinds;– distancefromthesea;and– altitude.
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Content
LearningOutcomes
WeathersystemsaffectingtheBritishIsles
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingofthetemperature,moisturecharacteristicsandseasonalvariationofthefollowingairmassesaffectingtheBritishIsles:– tropicalmaritime;– tropicalcontinental;– polarmaritime;and– polarcontinental;
• demonstrateknowledgeandunderstandingofthefollowing(withreferencetoplacesforillustrationpurposesonly):– theweatherpatternsandsequenceofchangeassociatedwithafrontaldepressionasitmovesacrosstheBritishIsles(weatheratthewarmfront,inthewarmsectorandatthecoldfront);and
– theweatherpatternsassociatedwithanticyclonesintheBritishIslesduringwinterandsummer;
• interpretsynopticchartsandsatelliteimagesandunderstandthefollowinglimitationsofforecasting:– range;and– accuracy;and
Theimpactsofextremeweather
• describetheimpactsofextremeweatheronpeopleandpropertyusingacasestudyofextremeweather(tornadoordroughtorhurricane)outsidetheBritishIsles.
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Theme D: The Restless Earth ThisthemeinvestigatesthestructureoftheEarthandtheformationofdifferentrocktypes.Studentsexploretheimpactofearthquakesinmoreeconomicallydevelopedcountries(MEDCs)orlesseconomicallydevelopedcountries(LEDCs).Theyalsoinvestigatethepotentialimpactsofasupervolcanoeruption.KeygeographicaltermsInnercore,outercore,mantle,crust,convectioncurrent;tectonicplate,platemargin/boundary(constructive,destructive,collisionzone,conservative),mid-oceanridge,subductionzone,oceantrench,foldmountain,faultline;rocktype(igneous,sedimentary,metamorphic);earthquake,focus,epicentre,seismograph,Richterscale,liquefaction,tsunami;volcano,shieldvolcano,compositevolcano,supervolcano.
Content
LearningOutcomes
Platetectonicstheory
Studentsshouldbeableto:
• describethestructureoftheEarth(innerandoutercore,mantleandcrust);
• demonstrateknowledgethattheEarth’scrustismadeupofanumberofplates;
• demonstrateunderstandingofhowconvectioncurrentscauseplatemovement;
• demonstrateknowledgeandunderstandingoftheformationoflandformsatthefollowingplatemargins:– constructiveplatemargin(mid-oceanridges);– destructiveplatemargin(subductionzonesandoceantrenches);
– collisionzones(foldmountains);and– conservativeplatemargins(faultlines);and
Basicrocktypes
• demonstrateunderstandingoftheformationofthefollowingbasicrocktypesandrecognisetheircharacteristics:– igneous(basaltandgranite);– sedimentary(limestoneandsandstone);and– metamorphic(slateandmarble).
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Content
LearningOutcomes
Managingearthquakes
Studentsshouldbeableto:
• understandthecausesandglobaldistributionofearthquakesinrelationtoplateboundaries;
• distinguishbetweenthefocusandepicentreofanearthquake;
• demonstrateknowledgethatearthquakemagnitudeismeasuredonaseismographusingtheRichterscale;
• demonstrateknowledgeandunderstandingofthefollowingphysicalconsequencesofearthquakes:– liquefaction;and– tsunamis;
• demonstrateknowledgeandunderstandingofthecausesandimpactsofanearthquakebydoingthefollowing,usingonecasestudyfromanMEDCorLEDC:– identifyingtheplatesinvolved;– describingtheshort-termandlong-termimpactsonpeopleandtheenvironment;and
– evaluatinghowthecountrypreparedforandrespondedtotheearthquake(describingbothimmediateandlong-termstrategiesimplementedaftertheevent);
Volcanoes:characteristicsandconsequences
• describethecharacteristicsofthefollowing:– shieldvolcanoes;– compositevolcanoes;and– supervolcanoes;and
• discussthepotentialglobalimpacts,onpeopleandtheenvironment,ofasupervolcanoeruption(forexampleYellowstone).
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3.5 Unit 2: Living in Our World Thisunithasfourthemescoveringkeyaspectsofhumangeography.Studentsinvestigatetopicalissuessuchasthechallengesfacingrefugees,issuesforinnercityareasinMEDCs,strategiessuchastheUnitedNations’2030AgendaforSustainableDevelopment,andtheenvironmentalimpactoftheincreasinguseofresources.Assessmentforthisunitisawrittenexaminationthatincludesbothshortresponsequestionsandextendedwritingquestions.Formoredetails,seeSection6. Theme A: Population and Migration Thisthemeexplorestopicalissuessuchaspushandpullfactorsinmigration,barrierstomigrationandthechallengesfacedbybothrefugeesanddestinationcountries.Studentsalsoanalysetheimplicationsofagedandyouthdependency.KeygeographicaltermsPopulationchange,populationstructure,crudebirthrate,crudedeathrate,naturalchange(naturalincrease,naturaldecrease);demographictransitionmodel;populationpyramid,dependency(youthandaged);migration(immigrationandemigration),pushandpullfactors,economicmigrant,refugee,destinationcountry.
Content
LearningOutcomes
Populationgrowth,changeandstructure
Studentsshouldbeableto:
• definethefollowingterms:– crudebirthrate;– crudedeathrate;and– naturalchange(naturalincreaseandnaturaldecrease);
• demonstratedetailedknowledgeandunderstandingofthefivestagesofthedemographictransitionmodelasitrelatestothefollowing:– changingbirthrates;– changingdeathrates;and– populationchange;and
• compareandcontrastthepopulationstructureofanMEDCwithanLEDC,usingthefollowing:– apopulationpyramidforanMEDCshowinganageddependentpopulation;and
– apopulationpyramidforanLEDCshowingayouthdependentpopulation.
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Content
LearningOutcomes
Populationgrowth,changeandstructure(cont.)
Studentsshouldbeableto:
• assessthesocialandeconomicimplicationsofagedandyouthdependency;
Causesandimpactsofmigration
• demonstrateknowledgeandunderstandingofthepushandpullfactorsleadingtomigration;
• demonstrateknowledgeandunderstandingofthefollowingbarrierstomigration:– humanbarriers,forexamplevisas;and– physicalbarriers,forexampletopography;
• distinguishbetweenaneconomicmigrantandarefugee;and
• discussthechallengesfacedbybothrefugeesandthedestinationcountry,usingonecasestudy(forexampleSyrianrefugeesarrivinginGreece).
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Theme B: Changing Urban Areas ThisthemeinvestigatestheissuesfacinginnercitiesinMEDCsaswellasissuesarisingfromrapidurbanisationinLEDCs.KeygeographicaltermsCentralbusinessdistrict(CBD),innercity,suburbs,rural–urbanfringe;settlement,settlementfunction,landusezones;gentrification;urbanplanningscheme,urbanregeneration;shantytown.
Content
LearningOutcomes
Urbanlanduse
Studentsshouldbeableto:
• identifythecharacteristicsandlocationofthefollowing:– CBD;– innercity;– suburbs;and– rural–urbanfringe;
• interpretaerialphotographsandmaps,includingOSmaps,toidentifythefollowing:– thegeneralfunctionsofarangeofsettlements;and– thelandusezonesofthesettlements;and
IssuesfacinginnercityareasinMEDCs
• demonstrateknowledgeandunderstandingofthefollowingissuesfacingmanyMEDCinnercityareas(withgeneralreferencetoaplaceorplacesforillustrationpurposesonly):– housing:
poor-qualityhousing;andgentrification;
– traffic:congestion(airqualityandjourneytime);publictransport(costandefficiency);andparking(costandavailability);and
– culturalmix:ethnictensions,religioustensionsandlanguagebarriers.
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Content
LearningOutcomes
UrbanisationinMEDCsandLEDCs
Studentsshouldbeableto:
• evaluateoneMEDCurbanplanningscheme(forexampleTitanicQuarter,Belfast)thataimstoregenerateandimprovethefollowingintheinnercityzone:– housing;– employmentopportunities;– transport;and– theenvironment;and
• describeandexplainthelocation,rapidgrowthandcharacteristicsofshantytownareas,usingonecasestudyofanLEDCcity(forexampleKolkata,India).
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Theme C: Contrasts in World Development ThisthemeenablesstudentstoreflectondifferencesindevelopmentbetweenMEDCsandLEDCs,andtheissuesinvolvedinmeasuringsuchdifferences.Studentsinvestigatestrategiesthataimtoreducethedevelopmentgap,inparticulartheUnitedNations’2030AgendaforSustainableDevelopmentanditsSustainableDevelopmentGoals.Studentsalsoexploretopicalissues(suchasglobalisation)andevaluatetheroleofappropriatetechnologyandfairtradeassustainablesolutionstotheproblemofunequaldevelopment.KeygeographicaltermsDevelopment,developmentgap,MEDC,LEDC,socialindicators,economicindicators,HumanDevelopmentIndex(HDI),primaryactivities,SustainableDevelopmentGoals;appropriatetechnology;fairtrade;globalisation,BRICS(Brazil,Russia,India,ChinaandSouthAfrica).
Content
LearningOutcomes
Thedevelopmentgap
Studentsshouldbeableto:
• identifyanddescribedifferencesindevelopmentbetweenMEDCsandLEDCsusingsocialandeconomicindicators(withreferencetoplacesforillustrationpurposesonly);
• evaluatetheuseofsocialandeconomicindicatorsofdevelopmentandassesstheadvantagesofusingtheHumanDevelopmentIndex(HDI);
• demonstrateknowledgeandunderstandingofthefollowingfactorsthathinderdevelopmentinLEDCs(withreferencetoplacesforillustrationpurposesonly):– historicalfactors;– environmentalfactors;– dependenceonprimaryactivities;and– debt;
Sustainablesolutionstotheproblemofunequaldevelopment
• describehowanythreeoftheSustainableDevelopmentGoalsattempttoreducethedevelopmentgap;
• defineappropriatetechnology;and
• describeandevaluatethesuccessofoneappropriatetechnologyproduct,forexamplethesolarcookerortheHippoWaterRoller.
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Content
LearningOutcomes
Sustainablesolutionstotheproblemofunequaldevelopment(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingoffairtradeandtheadvantagesitbringstoLEDCs(withreferencetoplacesforillustrationpurposesonly);
Globalisation • demonstrateunderstandingofthemeaningofthetermglobalisation;and
• demonstrateknowledgeandunderstandingofhowglobalisationbothhelpsandhindersdevelopment,usingonecasestudyfromaBRICScountry.
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Theme D: Managing Our Environment Bystudyingthistheme,studentsexploretheenvironmentalimpactoftheincreasinguseofresources.Theyalsogainaninsightintotheneedtoadoptstrategiestomanageresources.Theyinvestigatetheimpactsofmasstourismandtherolethatecotourismcanplayinprotectingtheenvironment.Studentsalsoanalysethecausesandeffectsofglobalclimatechange.KeygeographicaltermsGreenhouseeffect,carbonfootprint,climatechange;wastehierarchy;renewableenergysource,solarenergy,windenergy,biofuels;sustainabletourism,masstourism,responsibletourist,ecotourism.
Content
LearningOutcomes
Humanimpactontheenvironment
Studentsshouldbeableto:
• describethegreenhouseeffect,definecarbonfootprintandunderstandhowbothofthesecontributetoclimatechange;
• evaluatetheeffectsofclimatechangeonthefollowing(withreferencetoplacesforillustrationpurposesonly):– theenvironment;– people;and– theeconomy;
Strategiestomanageourresources
• describethewastehierarchyandtheconceptof‘reduce,reuseandrecycle’;
• evaluatethebenefitsanddisadvantagesofonerenewableenergysourceasasustainablesolution,forexamplewindfarms;
• describeandevaluatethe2015InternationalClimateChangeAgreement;
Sustainabletourismtopreservetheenvironment
• evaluatethepositiveandnegativecultural,economicandenvironmentalimpactsofmasstourism(withreferencetoplacesforillustrationpurposesonly);
• describeandexplainhowtobearesponsibletourist;
• describeandexplainecotourism;and
• assesshowecotourismcanprotecttheenvironment,usingonecasestudyfromeitheranLEDCoranMEDC.
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3.6 Unit 3: Fieldwork Inthisunit,studentscollectgeographicaldatafirst-handthroughfieldwork.Fieldworkisanessentialaspectofgeography.Itinvolvesapplyingspecificgeographicalknowledge,understandingandskillstoaparticularandrealout-of-classroomcontext.Thevalueoffieldworkgoesbeyondtheaimofcollectingprimarydata.Otherkeyaspectsoftheinvestigativeprocessincludepresentingandanalysingresults,drawingconclusionsandreflectingcriticallyontheprocess.Experiencinggeographicalconcepts,processesandissuesintherealworldcanbeilluminatingforstudents.Theygainnewgeographicalinsightsandbegintoappreciatedifferentperspectivesontheworldaroundthem.Assessmentforthisunitisawrittenexamination.Studentsmustcreateandsubmitaword-processedfieldworkstatementandtableofdata.Formoredetails,seeSection6.KeygeographicaltermsHypothesis,risks,primarysources,secondarysources,datacollection,datapresentation,dataanalysis,interpretation,anomaly,conclusion.
Content
LearningOutcomes
Thegeographicalenquiryprocess
Studentsshouldbeableto:
• demonstrateunderstandingoftheprocessofgeographicalenquiry;
Planning,includingestablishingaimsandhypotheses
• plantheirenquiryby:– identifyingquestionsorissuesforinvestigation;– developingoneaim;and– developingaminimumoftwoappropriatehypotheses;
• demonstrateunderstandingofthepotentialrisksinvolvedinfieldworkandhowtoreducetheserisks;
• demonstrateunderstandingofthedifferencebetweenprimaryandsecondarysources;
Fieldworktechniquesandmethods
• selectdatacollectionmethodsandequipmentthatensureaccuracyandreliability;and
• recordmeasurementsandobservationsaccuratelyusingrecordingsheets.
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Content
LearningOutcomes
Fieldworktechniquesandmethods(cont.)
Studentsshouldbeableto:
• useatleastonesecondarysourceduringthefieldworkinvestigation;
Processingandpresentingdata
• selectanduseappropriategraphicalandcartographicmethods,bothhanddrawnandusingICT,toprocessandpresenttheirfieldworkdata;
• explainwhytheychosetheseprocessingandpresentationmethods;
Analysingandinterpretingdata
• analyseandinterprettheirfieldworkdatausingtheirknowledgeofrelevanttheoryand/orcasestudiesasappropriate;
• establishlinksbetweendatasets;
• identifyanomaliesintheirfieldworkdata;
Drawingconclusions
• drawevidencedconclusions;
Evaluatingthefieldwork
• describetheirdatacollectionmethods,includinganyequipmentused;
• identifyproblemswithdatacollectionmethods;
• identifylimitationsofthedatacollected;
• suggestotherdatathatmightbeuseful;
• evaluatetheirconclusions;and
• suggesthowtheycouldextendthescopeofthestudy.
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4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:
AO1 demonstrategeographicalknowledgeandunderstandingof:– places,environments,processesandconcepts;and– theinterrelationshipsbetweenplaces,environmentsandprocesses;
AO2 applyknowledgeandunderstandingtoanalyse,interpretandevaluategeographicalinformationandissuesandtomakejudgements;and
AO3 select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissuesandcommunicatefindings.
4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.
AssessmentObjective
UnitWeighting(%) OverallWeighting(%)
ExternalAssessment
Unit1 Unit2 Unit3
AO1 16 16 3 35
AO2 16 16 8 40
AO3 8 8 9 25
TotalWeighting 40 40 20 100
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4.4 Quality of written communication InGCSEGeography,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:
• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;
• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and
• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.
Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.
4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:
Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).
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5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.
Grade
Description
A Candidatesrecallaccurately,selectandcommunicatedetailedknowledgeandthoroughunderstandingofplaces,environments,processesandconcepts.Theyusegeographicalterminologyaccuratelyandappropriately.Candidatesapplyappropriateknowledgeandunderstandingofawiderangeofgeographicalprocessesandpatternsinavarietyofphysicalandhumancontexts.Theyrecogniseandunderstandcomplexrelationshipsbetweenpeopleandtheenvironment,identifyingandevaluatingcurrentissuesandmakingperceptiveandinformedgeographicaldecisions,recognisinghowtheycancontributetoafuturethatissustainable.Candidatesselect,evaluate,anduseeffectivelyawiderangeofrelevantskillsandappropriatetechniquesandtechnologies.Theyidentifyrelevantquestionsandissuesandestablishappropriatesequencestoundertakeaninvestigationindependently.Theycollectandrecordaccuratelyarangeofappropriateevidencefromawiderangeofsources,includingfieldwork.Theyanalyseandinterpretinformation.Theycriticallyevaluatethevalidityofevidenceandreflectontheevidence’slimitations.Theydetectandrespondtobias,makinginformedandreasonedjudgementstopresentsubstantiatedandappropriateconclusions.Theydevelopaseffectiveandindependentlearners.
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Grade
Description
C Candidatesrecall,selectandcommunicateknowledgeandunderstandingofplaces,environments,processesandconcepts.Theyusegeographicalterminologyappropriately.Candidatesapplytheirknowledgeandunderstandingofgeographicalprocessesandpatternsinavarietyofphysicalandhumancontexts.Theyunderstandrelationshipsbetweenpeopleandtheenvironment,identifyingandevaluatingproblemsandissuesandmakinggeographicaldecisionssupportedbyreasons,includingsustainableapproaches.Candidatesselectanduseavarietyofskillsandappropriatetechniquesandtechnologiestoidentifyquestionsandissuesandundertakeaninvestigation.Theycollectandrecordappropriateevidencefromarangeofsources,includingfieldwork.Theyanalyseandinterpretinformationandrecognisesomeofthelimitationsofevidence,reachingplausibleconclusions.
F Candidatesrecall,selectandcommunicatelimitedknowledgeandunderstandingofplaces,environments,processesandconcepts.Theyshowbasicknowledgeofgeographicalterminology.Candidatesapplytheirunderstandingofsomesimplegeographicalprocessesandpatternsinphysicalandhumancontexts.Theyrecognisesimplerelationshipsbetweenpeopleandtheenvironment.Theyidentifyproblemsandissuesandmakedecisionsinformedbysimplereasonsandevidence.Candidatesusealimitednumberofskills,techniquesandtechnologiestoundertakeaninvestigation.Theycollectandrecordalimitedselectionofevidencefromsomesources,includingfieldwork.Theyinterpretinformationtoreachsomebasicconclusions.
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6 Guidance on External Assessment Therearethreeexternalassessmentunitsinthisspecification:
• Unit1:UnderstandingOurNaturalWorld;• Unit2:LivinginOurWorld;and• Unit3:Fieldwork.Theexternalassessmentfocusesoncandidates’knowledge,understandingandanalysisofthecontentofeachunit.6.1 Unit 1: Understanding Our Natural World Assessmentforthisunitisa1hour30minutewrittenexamination.Theexaminationincludesfourmulti-partquestions,oneoneachtheme.Eachquestionincludesresourcematerialthatmaytakeavarietyofforms,includingphotographs,data,models,diagramsand/ortext.Eachquestionalsoincludessomepartsthatrequireextendedwriting.Candidatesanswerallfourquestions.6.2 Unit 2: Living in Our World Assessmentforthisunitisa1hour30minutewrittenexamination.Theexaminationincludesfourmulti-partquestions,oneoneachtheme.Eachquestionincludesresourcematerialthatmaytakeavarietyofforms,includingphotographs,data,models,diagramsand/ortext.Eachquestionalsoincludessomepartsthatrequireextendedwriting.Candidatesanswerallfourquestions.6.3 Unit 3: Fieldwork Assessmentforthisunitisa1hourwrittenexamination.Allquestionsaregenericinnaturetofacilitatearangeoffieldworkcontexts.CandidatesbasetheiranswersontheirknowledgeandexperienceofthefieldworkskillsdetailedinSection3.6,forexampleplanning,drawingconclusionsandevaluating.Fortheirfieldworkinvestigation,candidateschooseanissueorquestionrelatedtoUnits1or2.Theyidentifyoneaimandaminimumoftwohypotheses.Theydothisindividually,insmallgroupsorasaclass.Theyalsoidentifysourcesandmethodsforcollectingdata.Theymustusebothprimaryandsecondarysources,forexamplemaps,textsorcensusdata(pleasenotethatweacceptcensusdataasprimaryorsecondarydata).
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The fieldwork statement and table of data Aftercollectingtheirdata,candidatesmustcreateafieldworkstatementandatableofdata.Thefieldworkstatementmustinclude:
• atitle;• astatementoftheaimandhypothesesthatthecandidateistesting;and• detailsofthelocationofthestudy(includingamap,ifappropriate).Candidatesmustnotaddressotherelementsofthefieldworkinvestigationinthisstatement.Thetableofdatamustinclude:
• primarydataessentialforinvestigatingtheaimofthestudy(candidatesmayincludesecondarydata,ifrelevant);
• datacollectedforallvariablesrelevanttotheaim;• quantitativedata(numericalscores)toallowforgraphicalrepresentation(candidatesmayincludequalitativedata,ifrelevant);and
• normalconventions,suchasatitle,andallvariablesclearlystated,alongwiththeirpreciseunitsofmeasurement.
WeexpectcandidatestouseICTtopresentboththeirfieldworkstatementandtheirtableofdata.Attheendoftheexamination,candidatesmustattachtheirfieldworkstatementandtableofdatatothescript,alongwithacompletedcoversheet.Wedonotassessthefieldworkstatementorthetableofdata.
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7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.
7.1 Cross-Curricular Skills at Key Stage 4
Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner, forexampledescribetheimpactsoffloodingoranearthquakefromarangeofviewpoints;presentareportoutliningastrategytoreducethedevelopmentgap;
• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose, forexample makeanoralpresentationonacoastalmanagementstrategy;writeacasestudysummaryoftheimpactofmigrationintotheEuropeanUnion;
• participateindiscussions,debatesandinterviews,forexample debatethechallengeofsecuringinternationalco-operationtodealwithclimatechange;role-playinterviewswithresidentsofshantytownsabouttheirlivingconditions;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleanalyseaerialphotographsofcoastallandforms;role-playthemanagerofanecotourismproject;and
• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexample interpretclimategraphs;writeapoint-of-viewreporttoevaluatethesuccessofanappropriatetechnologyproject.
UsingMathematics
Studentsshouldbeableto:
• usemathematicallanguageandnotationwithconfidence,forexampledrawandannotatecross-sectiondiagramsofariver;describepopulationpyramids;
• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexample usethelogarithmicRichterscaletodescribetheimpactofanearthquake;
• interpretandanalyseawiderangeofmathematicaldata,forexample interpretrainfallgraphstodiscernthecausesofflooding;connectpopulationgrowthstatisticsandtheincreasingdemandforresources;and
• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexampledrawproportionalarrowmapstorepresentairmasses;drawpopulationpyramids.
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UsingICT
Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexample takenotesandgivepresentations;managedatacollectedonfieldwork;selectappropriatemapand/orgraphmethodstopresentfieldworkdata.
7.2 Thinking Skills and Personal Capabilities at Key Stage 4
Self-Management
Studentsshouldbeableto:
• planwork,forexamplecontributeactivelytotheplanningoffieldwork;• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleuseAssessmentforLearningstrategiestocontinuallyreviewandmonitorprogress,choosewaysoflearningtoimprovetheirperformanceandbuildonstrengths,andidentifywhentheyneedsupport;and
• effectivelymanagetheirtime,forexamplestayonschedulewhencollectingfieldworkdataaspartofagroup.
WorkingwithOthers
Studentsshouldbeableto:
• learnwithandfromothersthroughco-operation,forexamplediscussprioritieswhencollectingprimarydatathroughfieldwork;
• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplecollectprimarydataaspartofagroup;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleparticipateinagroupdiscussiontoassesstheroleofglobalisationinanLEDC.
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ProblemSolving
Studentsshouldbeableto:
• identifyandanalyserelationshipsandpatterns,forexampleanalysepatternsandrelationshipsevidentindatacollectedfirst-handthroughfieldwork;
• proposejustifiedexplanations,forexampleinterpretfieldworkdatausingrelevantgeographicaltheory;
• reason,formopinionsandjustifytheirviews,forexampleevaluatehowmigrationaffectsthedestinationcountry;
• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleanalysefieldworkdatatodeterminewhethertoacceptorrejectstatedhypotheses;
• analyseandevaluatemultipleperspectives,forexampleconsidertheviewsofarangeofstakeholdersonacoastalmanagementstrategy;
• exploreunfamiliarviewswithoutprejudice,forexampleexplorethechallengesthatasylumseekersfaceintheirdestinationcountry;
• weighupoptionsandjustifydecisions,forexampleevaluatethesuitabilityofhardengineeringandsoftengineeringmethodstodealeffectivelywiththefloodthreatforanamedriver;and
• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleanalysestrategiestorespondtoclimatechange.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.
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8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:
• ourGeographymicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.
Wealsointendtoprovide:
• pastpapers;• markschemes;• ChiefExaminer’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• aresourcelist;and• exemplificationofexaminationperformance.
8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Requirementsforfieldworkaresufficientlyflexibleforallcandidatestoparticipate.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.
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YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:
• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:[email protected])
• PrincipalOfficer:MargaretMcMullan(telephone:(028)90261200,extension2285,email:[email protected])
• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])
• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])
• Distribution(telephone:(028)90261242,email:[email protected])
• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])
• Moderation(telephone:(028)90261200,extension2236,email:[email protected])
• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).
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Summary of Changes since First Issue (Mostrecentchangesareindicatedinredonthelatestversion)
RevisionHistoryNumber
DateofChange PageNumber ChangeMade
Version1 N/A N/A FirstissueVersion2 23March2017 13 SentencerewordedVersion3 15June2017 9
111213142024
WordsreplacedWordsreplacedWordsreplacedandsentenceaddedWordsreplacedSentencedeletedWordsreplacedandwordsaddedSentenceadded
© CCEA 2017