geography options year 10 · 2020-06-29 · geography option syllabus –

GEOGRAPHY OPTIONS

SYLLABUS

YEAR 10

GEOGRAPHY OPTION SYLLABUS – YEAR 10 4.1 Map Reading and Interpretation

4.2 Weather and Climate

4.3 Landforms and Processes

4.4 Socio-Economic Human Systems

4.5 Environmental Concerns

4.6 Location and Places

4.1.1 Basic cartographic skills: map enlargement and reduction. 4.1.2 Recognition of landforms resulting from river erosion. 4.1.3 Interpretation of settlements, urban/rural land use patterns.

Depressions and Anticyclones 4.2.1 Weather sequence of a typical depression. 4.2.2 Winter and summer anticyclones. 4.2.3 Tropical storms: formation and effects. 4.2.4 Case Study: Katrina 2005. Microclimate of an Urban Area 4.2.5 Temperature (urban heat island), air quality (photochemical smog), precipitation and wind.

The Earth as a Planet 4.3.1 Locating places using latitude and longitude. 4.3.2 Longitude and time. Standard time zones and the International Date Line. Soil 4.3.3 Soil profile (Horizons A,B,C). 4.3.4 Formation and properties of soil (air, water, organic matter and mineral particles).

Population 4.4.1 The demographic transition model. 4.4.2 Population Structure. 4.4.3 Case Study: Italy : an ageing population. Settlement 4.4.4 Location, appearance and land use characteristics of the three major urban zones – the CBD, Inner City and Residential suburbs.

Soil Erosion and Management 4.5.1 Natural causes of soil erosion. 4.5.2 Common farming practices which lead to soil erosion. 4.5.3 Soil conservation. Flooding 4.5.4 Causes of flooding. 4.5.5 Flood hydrographs. 4.5.6 Flood management.

4.6.1 Awareness of the 24 different Time Zones in the world and calculation of Time (plus or minus from Greenwich Meridian). 4.6.2 Major Fold Mountain Systems: the Rockies, Andes, Alps, Atlas, Drakensberg, Himalayas, Australian Alps. 4.6.3 Major Volcanoes: Mauna Kea, Mauna Loa, Mt. St Helens, Mt. Pelèe, Mt. Cotopaxi, Mt. Chimborazo, Mt. Nevado del Ruiz, Mt.Vesuvius, Mt.Etna, Mt.Kilimanjaro,

Directorate for Learning and Assessment Programmes 3

4.2.6 Climate of the Maltese Islands: distribution and reliability of rainfall, mean temperatures and prevailing winds.

4.3.5 Water movement in the soil:leaching and capillary action. Plate Tectonics 4.3.6 Structure of the earth: core, mantle and crust (continental and oceanic crust). 4.3.7 Convection currents in the mantle and the idea of continental drift. 4.3.8 Major Plates of the Earth’s crust. 4.3.9 The movement of the Earth’s plates – constructive boundaries, destructive boundaries and conservative boundaries.

4.4.5 Arrangements of land use zones in cities, urban land use models – Burgess and Hoyt. 4.4.6 Changing cities –changes in the CBD, in the inner city and at the rural-urban fringe. 4.4.7 Problems and solutions of urban transport. Urbanisation 4.4.8 Differences in Urbanisation between LEDCs and MEDCs. 4.4.9 Urban problems in LEDCs. 4.4.10 Patterns of urban land use in LEDCs - features of shanty towns or squatter settlements.

4.5.7 Case study: River flooding in Bangladesh. 4.5.8 Case study: Flood control – The Three Gorges Dam. Agriculture 4.5.9 Environmental impact of farming; use of chemicals, loss of wildlife habitat, removal of hedgerows/rubble walls, drainage of wetlands.

Mt.Krakatoa,, Mt.Pinatubo, Mt.Fujiyama, Montserrat, Tristan da Cunha, Surtsey. 4.6.4 Major tectonic plates: Pacific Plate, Nazca Plate, North American Plate, South American Plate, Antarctic Plate, Juan de Fuca Plate, African Plate, Eurasian Plate, Indo-Australian Plate. 4.6.5 Location of Kobe and areas in the Indian Ocean devastated by the tsunami of the 26th December 2004. 4.6.6 Location of these major rivers: St.Lawrence, McKenzie, Mississippi, Missouri, Colorado, Orinoco, Amazon,


4.3.10 Plate movements and the formation of fold mountains. 4.3.11 The relationship between earthquakes, volcanoes and plate boundaries. Earthquakes: 4.3.12 The causes of earthquakes: focus, epicentre and seismic waves. 4.3.13 Measurement of earthquakes: the Richter Scale. 4.3.14 Effects of an Earthquake; short and long-term impact – social, economic and environmental impact.

4.4.11 Shanty town improvements. 4.4.12 Case Study: Urban growth in São Paolo and Rio de Janeiro. 4.4.13 Case Study: Cairo – Primate city. Agriculture 4.4.14 Farming as a system with inputs, processes and outputs. 4.4.15 Types of farming – arable, pastoral and mixed, subsistence and commercial, extensive or intensive, shifting or sedentary.

Parana, Rhône, Rhine,, Danube, Volga, Indus, Ganges, Huang He, Yangtse, Murray- Darling, Nile, Zambezi, Niger and Congo. 4.6.7 Location of major HEP stations: Aswan High Dam, Three Gorges Dam, Itaipu.


4.3.15 Resisting earthquakes. 4.3.16 Case study: Kobe earthquake, 1995. 4.3.17 Case study: Tsunami of the Indian Ocean, 2004. Volcanoes 4.3.18 Formation and features of composite cone, acid and basic lava volcanoes – crater, secondary or parasitic cone, lava tube, magma chamber, side vents. 4.3.19 Volcanic activity: active, dormant and extinct volcanoes. 4.3.20 Predicting and preparing for volcanic eruptions.

4.4.16 Physical, human and political factors affecting farming. 4.4.17 Improved technology. 4.4.18 Organic farming. 4.4.19 EU Agricultural Policy (CAP). 4.4.20 The Green Revolution: high yield varieties, irrigation, appropriate technology and land reform. 4.4.21 Case Study: Rice farming in India. 4.4.22 Case Study: Dairy farming in Denmark.


4.3.21 The hazards and benefits of volcanoes. 4.3.22 Case Study Mount St Helens, USA, 1980. 4.3.23 Case Study Mount Etna (Sicily). The Hydrological Cycle and Rivers 4.3.24 Processes, flows and stores in the hydrological cycle. 4.3.25 Sources of water in the Maltese Islands: Reverse Osmosis Plants and underground water. 4.3.26 The drainage basin as a system: inputs, throughputs and outputs.

4.4.23 Farming, food supply and famine. 4.4.24 Case Study: Farming reform in the Mezzogiorno (Southern Italy). 4.4.25 Case Study: Farming in Brazil – Shifting cultivation and plantations. 4.4.26 Case Study: Intensive market gardening in the Netherlands.


4.3.27 The drainage basin – source, mouth, tributary, confluence, watershed, main river. 4.3.28 Factors affecting the rate of a river’s discharge. 4.3.29 Processes of river erosion – abrasion or corrasion, solution or corrosion, hydraulic action and attrition. 4.3.30 Processes by which a river transports its load: traction, saltation, suspension and solution. 4.3.31 River landforms in the uplands – formation of V-shaped valleys, gorges, interlocking spurs, waterfalls and rapids.


4.3.32 The river and its valley in the lowlands: formation of meanders, ox-bow lakes, flood plain, levées, and deltas (arcuate and bird’s foot). 4.3.33 Human activities in rivers and their valleys.


GEOGRAPHY OPTION

YEAR 10

LEARNING OUTCOMES

4.1.1 Basic cartographic skills: map enlargement and reduction.

• Reduce by half or enlarge by doubling the grid of the original map.

• Locate and insert any obvious or more important details such as hilltops, drainage features and important landmarks.

• Tick where important line features such as main roads cross grid lines.

• Add the correct scale to the map.

4.1.2 Recognition of landforms resulting from river erosion.

• Recognise the watershed by means of contour lines.

• Tell the direction of flow of rivers.

• Identify features of upper and lower courses of rivers including: V-shaped valleys, interlocking spurs, waterfalls, meanders and ox-bow lakes, floodplains, estuaries and deltas.

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4.1.3 Interpretation of settlements, urban/rural land use patterns.

• Interpret the site and situation of settlements especially in relation to aspect, drainage, physical features, communications and resources.

• Recognise settlement layout including nucleated, linear (ribbon) and dispersed.

• List the differences between urban (towns) and rural (villages) recognizable on a topographic map including open spaces/high density, low order/ high order goods and services.

• Differentiate between the main urban use including CBD, residential, recreational and industrial.

• Describe the relationship between the river valleys and the roads and settlement.


4.2.1 Depressions and Anticyclones

Weather sequence of a typical depression.

• Be aware of the typical sequence of weather during the passage of a mid-latitude depression including air pressure, wind direction, rainfall and temperature.

• Understand the meaning and sequence of the warm front, warm sector, cold front and occluded front.

• Identify the above fronts and sector on a weather chart.

• Interpret the pattern of isobars on a weather chart.

• To forecast the weather for a particular locality shown on the weather chart that shows a mid-latitude depression.

• Compare satellite images showing a mid-latitude depression to the relative weather chart.

4.2.2 Winter and summer anticyclones.

• Demonstrate the main features of an anticyclone including pressure, movement and weather conditions.

• Describe the weather conditions of a summer anticyclone.

• Describe the weather condition of a winter anticyclone.

• Comprehend a weather chart showing an anticyclone area.

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4.2.3 Tropical storms: formation and effects.

• List the causes of the origin of a typical tropical storm.

• Analyse the main features of a hurricane.

• Aware of the destructive effects of a tropical storm including, high winds, storm or tidal surges, flooding and landslides.


4.2.4 Case Study: Katrina 2005. • Locate the origin and course of hurricane Katrina.

• Describe the weather conditions over New Orleans during the storm.

• List the destructive results of hurricane Katrina as they affected the population, building and property, places and the economy in general.

4.2.5 Microclimate of an Urban Area: Temperature (urban heat island), air quality (photochemical smog), precipitation and wind.

• Describe the particular climate of a large city including lower wind speeds, more clouds, slightly higher rainfall because of dust, less snowfall, more convection leading to heavy rainfall, more surface run-off, water vapour and smog.

• Define and explain the term urban heat island.

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4.2.6 Climate of the Maltese Islands: distribution and reliability of rainfall, mean temperatures and prevailing winds.

• Interpret a simple climate graph of the Maltese Islands showing the average monthly temperature and rainfall.

• Interpret the distribution of wind direction on a wind rose.

• Recognise the difference between convectional and frontal rainfall as experienced in Malta.

4.3.1 The Earth as a Planet

Locating places using latitude and longitude.

• Consolidate and integrate the knowledge about latitude and longitude in order to locate places on a world map.


4.3.2 Longitude and time. Standard time zones and the International Date Line.

• Understand the concept of different time zones as a result of the earth’s rotation.

• Appreciate the importance of longitude in the calculation of time.

• Calculate the difference in degrees of longitude for one hour.

• Calculate the value in time of one degree of longitude.

• Understand the concept of the Prime or Greenwich Meridian as Universal Time (UT).

• Calculate time to the nearest hour for any locality given midday in Greenwich and determining the standard time zone.

• Understand the concept of the International Date Line by moving 12 hours west or east of Greenwich.

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4.3.3 Soil

Soil profile (Horizons A,B,C). • Identify the three main soil horizons A,B,C.

• Label soil profile diagram with the following components: parent rock, decaying leaves and vegetation, organic activity and weathered parent material.


4.3.4 Formation and properties of soil (air, water, organic matter and mineral particles).

• Realise the dependence of different life forms on soil.

• Aware that soil is a renewable resource.

• Know the following factors affecting the formation of soil, namely parent material, climate, flora and fauna, and time.

• Understand that soil is formed by the weathering of rocks, the addition of water, gases (air), living organisms (biota) as well as decayed organic matter (humus).

4.3.5 Water movement in the soil: leaching and capillary action.

• Understand what happens to the soil when evaporation is greater than rainfall and vice-versa.

• Trace the movement of water up (capillary action), or down (leaching) in the soil, in a soil profile diagram.

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4.3.6 Plate Tectonics

Structure of the earth: core, mantle and crust (continental and oceanic crust).

• Recognise the core, mantle and crust in a diagram representing a cross-section of the Earth.

• Describe the basic characteristics of the core ( i.e. inner - solid, outer - semi-molten, very high temperatures), mantle ( i.e. semi-molten, magma) and crust (outer shell, solid rocks).

• Differentiate between the main characteristics of oceanic and continental crust.


4.3.7 Convection currents in the mantle and the idea of continental drift.

• Able to explain the idea that the world’s continents were once joined in a large super-continent.

• Understand the reason why plates move, i.e. convectional currents in the mantle.

4.3.8 Major Plates of the Earth’s crust.

• Identify the major plates of the earth’s crust, as in 4.6.4.

4.3.9 The movement of the Earth’s plates – constructive boundaries, destructive boundaries and conservative boundaries.

• Differentiate between 3 types of movement of plates i.e. away from, towards and past each other.

• Recognise and describe the process and results of these movements at constructive, destructive, collision and conservative margins.

4.3.10 Plate movements and the formation of fold mountains.

• Describe how fold mountains are formed at destructive and collision margins.

• Locate the distribution of major fold mountain ranges as in 4.6.2.

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4.3.11 The relationship between earthquakes, volcanoes and plate boundaries.

• Compare world maps showing the location of plate boundaries, volcanoes and recent major earthquakes.

• Recognise earthquakes and volcanoes as a result of plate movements.


4.3.12 Earthquakes

The causes of earthquakes: focus, epicentre and seismic waves.

• Define the terms, earthquakes, focus, epicentre and seismic waves.

• Understand that an earthquake is a sudden movement of the earth’s crust as a result of release of tension that is built up at collision, destructive and conservative margins.

4.3.13 Measurement of earthquakes: the Richter Scale.

• Know about the use of the seismograph to measure the strength of an earthquake.

• Explain the Richter Scale to calculate the magnitude and relative effects of an earthquake.

4.3.14 Effects of an Earthquake; short and long-term impact – social, economic and environmental impact.

• Differentiate between primary and secondary effects of an earthquake.

• Describe the social, economic and environmental effects of an earthquake.

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4.3.15 Resisting earthquakes. • List the measures that can be taken in order to reduce the damaging effects of an earthquake.


4.3.16 Case study: Kobe earthquake, 1995.

• Identify the location of Kobe on a map of Japan that includes the position of the plate margins involved.

• Explain the causes of the earthquake.

• Describe the course of events as well as the primary and secondary effects of the earthquake.

4.3.17 Case study: Tsunami of the Indian Ocean, 2004.

• Locate on a world map the epicentre and the worst affected places of the tsunami.

• Explain the causes of the earthquake and tsunami.

• Describe the course of events and the effects of the tsunami.

4.3.18 Volcanoes:

Formation and features of composite cone, acid and basic lava volcanoes – crater, secondary or parasitic cone, lava tube, magma chamber, side vents.

• Label the various features of a cross-section diagram of a volcano, including; crater, secondary or parasitic cone, lava tube, magma chamber and side vents.

• List the main characteristics of composite cone, acid and basic lava volcanoes.

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4.3.19 Volcanic activity: active, dormant and extinct volcanoes.

• Classify the three main types of volcano, according to frequency of eruptions.


4.3.20 Predicting and preparing for volcanic eruptions.

• Describe the measures that can be taken to lessen the hazards of a volcano.

4.3.21 The hazards and benefits of volcanoes.

• List and define the hazard effects of a volcano on people and the environment including volcanic gases, ash cloud, lava flow, pyroclastic flow and lahars.

• Appreciate the advantages of living in volcanic areas, including, fertile soil, geothermal energy, tourism, building materials, and rich mineral deposits.

4.3.22 Case Study: Mount St Helens, USA, 1980.

• Identify the location of Mt St Helens on a world map.

• Explain the causes of the eruption including plate boundaries.

• Describe the course of events as well as the effects of the eruption.

4.3.23 Case Study: Mount Etna (Sicily).

• On a map of the Central Mediterranean locate the position of Mt. Etna in relation to the African and Eurasian plate boundaries.

• Describe the eruptions of Mt. Etna as an active volcano.

• Aware of the damage caused by some eruptions.

• Identify the advantages of the volcano to the local people.

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4.3.24 The Hydrological Cycle and

Rivers

Processes, flows and stores in the hydrological cycle.

• Understand the terms evaporation, transpiration, condensation and precipitation.

• Label diagrams or flow charts of the hydrological cycle including the above terms as well as water stored as ice and snow, in lakes and rivers, as ground water. Include also water stored in oceans and seas.


4.3.25 Sources of water in the Maltese Islands: Reverse Osmosis Plants and underground water.

• Illustrate and describe the two aquifers in the layers of the Maltese rocks namely the sea level aquifer and the perched aquifer.

• Differentiate between water obtained from the aquifers and water obtained from the sea by means of the Reverse Osmosis Plants.

• Explain briefly how salty water is changed into pure drinking water.

4.3.26 The drainage basin as a system: inputs, throughputs and outputs.

• Understand the terms inputs, storage, flows or transfers and outputs in a drainage basin or a river basin system.

• Apply the above terms to a flow chart.

• Show how the whole system can be easily disturbed.

4.3.27 The drainage basin – source, mouth, tributary, confluence, watershed, main river.

• Recognise the main features of a drainage basin mainly source, tributary, watershed, confluence, mouth and main river.

4.3.28 Factors affecting the rate of a river’s discharge

• Identify the factors that affect the water level in the main river namely precipitation, relief, rock type, soil, natural vegetation, land use, use of river, and drainage density.

4.3.29 Processes of river erosion – abrasion or corrasion, solution or corrosion, hydraulic action and attrition.

• Describe the four processes by which a river can erode its banks and bed namely by abrasion or corrasion, solution or corrosion, hydraulic action and attrition.

4.3.30 Processes by which a river transports its load: traction, saltation, suspension and solution.

• Understand how a river can transport its load through traction, and saltation along its bed , and suspension and solution within the river itself.


4.3.31 River landforms in the uplands – formation of V-shaped valleys, gorges, interlocking spurs, waterfalls and rapids.

• Explain why the upper reaches of a river form a V shaped valley through vertical erosion.

• Describe and interpret the distinct features caused namely interlocking spurs and rapids.

• Demonstrate how waterfalls and gorges form.

• Label the profile of a waterfall including the following terms : layer of soft rock, layer of resistant rock, plunge pool, undercutting, overhang, waterfall retreats upstream, steep sided gorge.

4.3.32 The river and its valley in the lowlands: formation of meanders, ox-bow lakes, flood plain, levées, and deltas (arcuate and bird’s foot).

• Explain the processes by which the river forms meanders and ox-bow lakes.

• Illustrate and interpret a cross-section of a meander including slip-off slope, small river cliff, position of slow and fast currents.

• Label and explain the cross-section of river landforms and channel in the lowland area, which is more liable to flooding, including the terms flood plain and levees.

• Aware of the conditions that result in the build up of a delta.

• Distinguish between arcuate and bird’s foot delta.

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4.3.33 Human activities in rivers and their valleys.

• Demonstrate the use of a river for human activities including irrigation and farming, fishing, harnessing the waters of a river by means of dams to produce HEP, leisure and tourism, transport, domestic and industrial use.


4.4.1 Population The demographic transition model.

• Interpret a demographic transition model showing the four (and possibly the fifth) stages of population development.

• Analyse the reasons in the fluctuations of the birth and death rates in the different stages of the demographic transition model.

• Apply the different stages to particular countries.

4.4.2 Population Structure. • Interpret a population pyramid (age – sex structure graph) including gender, five year age groups as percentage of total population, and subdivision into the following broad age groups: young dependants (0 to 14); economically active (15 to 64); elderly dependants (65+).

• Compare the different shapes of population pyramids according to the stages of the demographic transition model.

• Apply the different types of pyramids to LEDCs and MEDCs.

4.4.3 Case Study: Italy : an ageing population.

• Summarise the problems created by the ageing population of Italy.

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4.4.4 Settlement

Location, appearance and land use characteristics of the three major urban zones – the CBD, Inner City and Residential suburbs.

• Define the main characteristics of the CBD namely its centrality, accessibility, high density of services and traffic, and high land value.

• Define the main characteristics of the Inner City including its location next to the CBD, crowded high density terraced housing, narrow unplanned streets, large old abandoned factories, railway stations, and polluted canals.

• Define the main characteristics of the Residential Suburbs namely its location at the edge of the built up area, smarter appearance, more open space, more recent and larger houses, and small shopping centers.


4.4.5 Arrangements of land use zones in cities, urban land use models – Burgess and Hoyt.

• Illustrate and interpret the two most important urban land use models by Burgess and Hoyt to include the CBD, Transitional, Twilight Zone and Modern Suburbia.

4.4.6 Changing cities –changes in the CBD, in the inner city and at the rural-urban fringe.

• List and explain the changes occurring in the CBD such as improvements in public transport and creation of pedestrian areas.

• List and explain the changes occurring in the Inner City such as redevelopment of abandoned and derelict buildings or slum areas.

• List and explain the developments that are taking place at the Rural-Urban Fringe such as out of town shopping centers and science and business parks.

• Explain the term urban sprawl and the measures taken to contain it by the use of green belts and green wedges.

4.4.7 Problems and solutions of urban transport.

• Explain the reasons for the increase in urban transport.

• Demonstrate the damaging effects of increased traffic in urban areas.

• Suggest ways to reduce the damaging effects of increased traffic.

4.4.8 Urbanisation

Differences in Urbanisation between LEDCs and MEDCs.

• Consolidate the differences in urban growth between developed and developing cities.

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4.4.9 Urban problems in LEDCs. • List the problems of a developing city including housing, crime, traffic, unemployment, lack of services and pollution.


4.4.10 Patterns of urban land use in LEDCs - features of shanty towns or squatter settlements.

• Label and explain a model of land use patterns in a developing city.

• Understand the terms shanty towns or squatter settlements.

• Describe the main characteristics of a shanty town in a LEDC.

4.4.11 Shanty town improvements. • Appreciate the attempts at improving the quality of life in shanty town areas such as self-help schemes, and community housing projects.

4.4.12 Case Study: Urban growth in São Paulo and Rio de Janeiro.

• Account for the rapid urban growth of São Paulo and Rio de Janeiro.

• Outline the main problems attached to the rapid growth of these two cities.

• Appreciate the attempts to solve these problems.

4.4.13 Case Study: Cairo – Primate city.

• Account for the rapid urban growth of Cairo.

• Understand the term Primate City.

• Outline the main problems attached to the rapid growth of this city.

• Appreciate the attempts to solve these problems.

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4.4.14 Agriculture

Farming as a system with inputs, processes and outputs.

• Apply the meaning of inputs, processes and outputs for an arable and pastoral farm.


4.4.15 Types of farming – arable, pastoral and mixed, subsistence and commercial, extensive or intensive, shifting or sedentary.

• Aware of different classifications of types of farming.

• Differentiate between pastoral, arable and mixed farming.

• Know the meaning of subsistence and intensive farming.

• Define extensive and intensive farming.

• Describe shifting and sedentary farming.

4.4.16 Physical, human and political factors affecting farming.

• Comprehend how relief, soils, temperature, and rainfall affect farming.

• Understand the way by means human (social) and economic inputs affect farming namely size of farms, transport and market, capital and mechanization.

• Outline the influence of governments through political decisions in providing subsidies and grants.

4.4.17 Improved technology. • Aware of the greater use of machinery, greenhouses, tools, fertilizers, pesticides, computerized systems and modern irrigation methods.

4.4.18 Organic farming. • Understand the meaning of Organic Farming.

• Aware of the positive and negative aspects of Organic Farming.

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4.4.19 EU Agricultural Policy (CAP). • Know the main aims behind the setup of the CAP by the EU.

• Aware of the agricultural reforms of 1992.

• Describe the successes and problems of the CAP.

• Understand the terms: set aside land, subsidy, quota, and diversification.


4.4.20 The Green Revolution: high yield varieties, irrigation, appropriate technology and land reform.

• Identify the four main parts to the Green Revolution namely the use of high yielding varieties of plants (HYVs); the introduction of irrigation schemes; the greater use of chemical fertilizers and the use of pesticides.

4.4.21 Case Study: Rice farming in India.

• Locate on the map of Asia the Ganges Valley and its delta.

• Consolidate knowledge about: the terms subsistence and intensive farming; the physical and human inputs, to rice cultivation in India.

• Interpret a climatic graph in relation to the process of rice cultivation.

• Consolidate Green Revolution applications and recent changes in rice farming in India including land reform to increase farm size, grant ownership to farm labourers, limit the land that a wealthy family can own and the use of HYVs.

4.4.22 Case Study: Dairy farming in Denmark.

• Locate Denmark on a map of Europe.

• Account for the rise of cooperatives to assist small farmers.

• Describe a typical Danish farm.

4.4.23 Farming, food supply and famine.

• List the causes of famine in LEDCs namely drought, desertification, political instability, poverty, trade and international debt.

• Understand the meaning of malnutrition.

• Comprehend the circle of hunger in LEDCs. Soc

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4.4.24 Case Study: Farming reform in the Mezzogiorno (Southern Italy).

• Locate the Mezzogiorno on a map of Italy.

• Appreciate the schemes to improve farming in the Mezzogiorno and so reduce the gap in wealth between the north and south.


4.4.25 Case Study: Farming in Brazil – Shifting cultivation and plantations.

• Locate Brazil on a map of South America.

• Consolidate the meaning of the term shifting cultivation in relation to Brazil.

• Understand the meaning of plantations in relation to Brazil.

• Describe the main features of plantation agriculture in Brazil.

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4.4.26 Case Study: Intensive market gardening in the Netherlands.

• Locate the Netherlands on a map of Europe.

• Consolidate the meaning of intensive agriculture in relation to the Netherlands.

• Understand the meaning of the term market gardening and horticulture.

• Know the reasons for the development of such farms in the Netherlands.

4.5.1 Soil Erosion and Management

Natural causes of soil erosion. • Understand the meaning of soil erosion and how this vital resource can

be removed by heavy rainfall and wind.

4.5.2 Common farming practices which lead to soil erosion.

• Aware of the human impact leading to soil erosion namely overcultivation, overgrazing, deforestation and up and down ploughing.

4.5.3 Soil conservation. • Explain how terracing, replanting of trees, grass and hedges, contour ploughing, controlled grazing, crop rotation and replacing organic matter can reduce soil erosion.


4.5.4 Flooding Causes of flooding.

• List the main physical and human causes of flooding namely steep gradients, low lying areas, impermeable type of rock, heavy rains, thawing of snow, silting of river beds, deforestation, increase in population, rapid surface runoff due to urbanisation, and bridges trapping debris.

4.5.5 Flood hydrographs.

• Interpret simple hydrographs (excluding base flow).

• Understand the terms peak discharge, velocity, lag time and volume.

4.5.6 Flood management. • Appreciate the means by which flooding can be reduced namely by afforestation projects, raising the embankments, damming the river to control it, dredging the silt and proper landscaping of river banks.

4.5.7 Case study: River flooding in Bangladesh.

• Locate the position of Bangladesh in the Indian sub-continent in relation to the Himalayas and the rivers Brahmaputra and Ganges.

• Consolidate the physical and human causes of flooding with reference to Bangladesh.

• Describe the effects of a particular flood in Bangladesh.

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4.5.8 Case study: Flood control – The Three Gorges Dam.

• Locate the Yangtse River on a map of China and the position of the Three Gorges Dam.

• Aware of the scale, advantages and disadvantages of this scheme.


4.5.9 Agriculture Environmental impact of farming; use of chemicals, loss of wildlife habitat, removal of hedgerows/rubble walls, drainage of wetlands.

• Aware of the disadvantages of the use of chemicals by farmers on the environment.

• Aware of the loss of wildlife habitats due to the intensification of farmland.

• List the advantages and disadvantages of hedgerows and rubble walls and identify reasons for their removal.

• Understand the meaning of wetlands and the problems created when these are drained for farming.

4.6.1 Awareness of the 24 different Time Zones in the world and calculation of Time (plus or minus from Greenwich Meridian).

• Consolidate and identify on a world map the Greenwich Meridian and the International Date Line.

4.6.2 Major Fold Mountain Systems: the Rockies, Andes, Alps, Atlas, Drakensberg, Himalayas, Australian Alps.

• Know the position of and locate on a world map the following major mountain chains namely the Rockies, Andes, Alps, Atlas, Drakensberg, Himalayas, Australian Alps.

Loca

tion

and

Pla

ces

4.6.3 Major Volcanoes: Mauna Kea, Mauna Loa, Mt. St Helens, Mt. Pelèe, Mt. Cotopaxi,Mt. Chimborazo, Mt. Nevado del Ruiz, Mt.Vesuvius, Mt.Etna, Mt.Kilimanjaro, Mt.Krakatoa,, Mt.Pinatubo, Mt.Fujiyama, Montserrat, Tristan da Cunha, Surtsey.

• Know the position of and locate on a world map the following important volcanoes namely Mauna Kea, Mauna Loa, Mt. St Helens, Mt. Pelèe, Mt. Cotopaxi, Mt. Chimborazo, Mt. Nevado del Ruiz, Mt.Vesuvius, Mt.Etna, Mt.Kilimanjaro, Mt.Krakatoa,, Mt.Pinatubo, Mt.Fujiyama, Montserrat, Tristan da Cunha, Surtsey.


4.6.4 Major tectonic plates: Pacific Plate, Nazca Plate, North American Plate, South American Plate, Antarctic Plate, Juan de Fuca Plate, African Plate, Eurasian Plate, Indo-Australian

Plate.

• Identify the following major tectonic plates on a world map namely Pacific Plate, Nazca Plate, North American Plate, South American Plate, Antarctic Plate, Juan de Fuca Plate, African Plate, Eurasian Plate, Indo-Australian Plate.

4.6.5 Location of Kobe and areas in the Indian Ocean devastated by the tsunami of the 26th December 2004.

• Consolidate 4.3.16

4.6.6 Location of these major rivers: St.Lawrence, McKenzie, Mississippi, Missouri, Colorado, Orinoco, Amazon, Rhône, Rhine, Danube, Volga, Indus, Ganges, Huang He, Yangtse, Murray-Darling, Nile, Zambezi, Niger and Congo.

• Know the position of and locate on a world map the following rivers namely St.Lawrence, McKenzie, Mississippi, Missouri, Colorado, Orinoco, Amazon, Rhône, Rhine, Danube, Volga, Indus, Ganges, Huang He, Yangtse, Murray-Darling, Nile, Zambezi, Niger and Congo. Lo

catio

n an

d P

lace

s

4.6.7 Location of major HEP stations: Aswan High Dam, Three Gorges Dam, Itaipù.

• Know the position of and locate on a world map the following places Aswan High Dam, Three Gorges Dam, Itaipù and their respective rivers, Nile, Yangtse and Paraná.


Scheme of Assessment

Assessment consists of:

Summative assessment in geography (option) at year 10 carries 60% of the total mark. It consists of a

one and a half hour written exam set at the end of the scholastic year.

School-based assessment carries 40% of the total marks and consists of TWO tasks of equal weighting,

i.e. 20% of the total mark each. These tasks are set during the scholastic year.

Summative assessment: (60% of the total mark)

The Annual Examination Paper (100 marks; 1 hours)

The Year 10 annual examination paper for Geography (Option classes) will consist of one common

graded paper of 1 hour 30 minutes duration carrying 60% of the final mark and set by the Directorate

for Learning and Assessment Programmes. The paper will be set in English. Candidates will be required

to answer all questions. The use of non-programmable calculators, geometrical instruments and pencil

colours are permitted during the examination. When questions on topographical maps are set,

conventional map symbols will be provided.

The examination paper will carry a total of 100 marks. Questions will be set on all the six strands and

the outcomes of learning as indicated in the syllabus. The table below shows the mark allocation for

each strand.

Strand of Learning No. of questions Marks

Map Reading and Interpretation 1 12

Location and Places 1 8

Weather and Climate 2 20

Landforms and Processes 2 20

Socio-Economic Human Systems 2 20

Environmental Concerns 2 20

Total 100

Examination questions will be structured with degrees of difficulty, including objective questions

(e.g. completion, true/false, multiple choice questions, cloze questions), labelling of maps and

diagrams, resource based questions involving data response and problem solving as well as free

response writing. The questions set will assess the students’ understanding and application of the

main geographical concepts and knowledge, the acquisition of basic geographic skills and the

development of attitudes and values in all the strands of learning. Candidates will be required to

answer all questions.


School-Based Assessment (40% of the total mark)

School-based assessment (SBA) consists of a fieldwork report and another practical assignment which

can take the form of any ONE of the following:

(i) Presentation (oral and written);

(ii) Case Study Investigation Report;

(iii) Site Visit Report; or another

(iv) Fieldwork Report.

SBA will be used to evaluate skills that cannot be assessed by a conventional summative examination.

It is recommended that a significant proportion of SBA will be done in class under direct teacher

supervision. These assignments will be set and marked by the teacher. Since fieldwork is considered

as an integral part of this learning programme one of the tasks in Year 10 should consist of a fieldwork

activity.

The table overleaf indicates the two school-based assignments that should be carried out in Year 10.

Schools may be asked to present assignments for moderation purposes. Each school-based

assignment is marked out of 100 marks but will carry 20% of the total mark. The total mark of these

two assignments will contribute to 40% of the total marks of the examination.

The school-based assignments will be based as follows:

Conducted in Total Exam

Weighting

Assessment Modes and Learning Outcomes

SBA 1 Year 10 20% Compulsory – Fieldwork Report

- related to any aspect or aspects covered in the Year 10 syllabus.

SBA 2 Year 10 20% Mode: (any one from) presentation (oral and written), case study investigation report, fieldwork investigation or site visit report.

- related to any Learning Outcome of the Year 10 syllabus.


Presentation of School-Based Assessment

School-based assessments may be presented in any one of the following formats. Each mode of

assessment is explained below indicating clearly what is expected and how the final product is to be

presented.

Fieldwork Report - COMPULSORY

100 marks

20% of total marks

Each student should present a fieldwork report related to any aspect or aspects covered in the Year 10 syllabus. The report should be between 800 and 1000 words long and must be submitted in English. It should include evidence of geographical skills such as collection and analysis of data, well-annotated illustrations, graphs and maps. The aims, methods and conclusions of the report should be stated and developed in the text. Candidates may also collect relevant secondary data that is relevant to the investigation. Teachers are reminded that they are to guide and support students through adequate preparation, organisation and follow-up of the fieldwork. In line with assessment for learning strategies, students’ first draft is to be discussed and feedback on how to improve it should be given before the final version is submitted for marking. Over the three-year course, the three reports should include at least one physical and one human aspect from two different locations. The fieldwork investigation report should include:

Clear definition of aims and objectives;

Location of study (including maps and description of the local area being studied);

Observation and data collection;

Presentation of data (such as maps, sketches, graphs, tables, annotated diagrams, captioned photographs);

Development and analysis of findings;

Conclusion and evaluation.

At this level, fieldwork in schools can be organised on a class basis so the location may be common for all students. Students may work collaboratively when collecting data in the field, but any additional work should be completed individually. Each candidate must present an individual report.

Fieldwork suggestions A study of a local watercourse and valley

Locate on a map the drainage basin under study;

Describe the processes of erosion taking place ;

Describe how the load is being transported along the course of the water;

Identify, explain and sketch any features e.g. steep-sided V-shaped valley, small waterfalls, meanders etc.;

Take photographs and add captions;

Take measurements at a number of different sampling points (e.g. width, depth and cross-section; measuring velocity of water; measuring load at different points);

Identify any human activity along the course of the watercourse (how people have altered the natural features – banks, walls across the stream, bridges);

Describe the land use along the course of the watercourse.

Microclimate Activity

Explore the microclimate within the school premises to find out how site conditions such as aspect, shelter, surface, buildings and other factors can influence certain weather elements (e.g. temperature, local wind speed and direction).


Presentation (oral and written)

100 marks 20% of total marks

A presentation must contain student responses to a focused task from a selected learning outcome. Students must present their work and findings in a multimodal presentation that includes spoken and written explanations in response to the inquiry question set by the teacher. Students may use a visual presentation software to present their ideas with images, animation and/or sound. Besides texts, presentations must contain any of the following visual aids in the form of images, graphs, thematic maps and/or diagrams. However, students may present their work by other modes, such as charts, artefacts or models. Students are expected also to give an oral presentation of about 5 minutes including a reasoned argument based on the theme being investigated. They will be expected to communicate their findings in a clear and coherent form. Learners will be credited for accurate use of geographical vocabulary and logical structure of their work. Written part is to be of about 200 words. Students are marked on:

Explanation of ideas and information

Presentation aids

Organisation and written report

Communication and presentation skills

Response to audience questions Students should be able to:

Critically navigate between secondary sources and select information effectively;

Present findings graphically using a range of techniques such as sketch maps and graphs;

Communicate through a variety of digital devices and applications;

Use language to present their thinking logically and clearly and can talk to engage an audience; and

Use spoken language to share ideas.

Presentation suggestions

Produce a presentation, describing a major river delta (e.g. Nile, Mekong, Mississippi, Ganges-Brahmaputra, Niger). Present your findings in a multimodial presentation that includes spoken and written presentation. Your target audience is students of your age. Conduct research and design your work by including some written details, photographs, graphs and maps. You may include the following:

Layout and features of the chosen delta;

How the delta was formed;

The economic opportunities the delta may present to the inhabitants;

River management strategies that have been put in place ;

Risks and hazards the people living in the delta may face in the future.


Case Study Investigation Report


A case-study report must consist of a study of a geographical phenomenon in a selected place. A case study investigation should consist of a piece of writing to assess students’ understanding of geographical concepts and skills as they apply to one or more assessment criteria from a specific learning outcome. Students are required to use secondary sources and select relevant and accurate information and data to investigate the geographical process and spatial location of the area under study. Preferably, case study examples should be recent, selecting events that students remember or that have occurred within their lifetime. Students are to illustrate their work with captioned images, maps, annotated diagrams and other relevant data. Findings can be presented in different formats, such as illustrated essays, brochures, flyers, letters and newspaper articles etc. Each research ought to include bibliographical references to sources consulted (e.g. books, articles and websites). There is a word guidance of about 200 words for this component. Teachers should provide clear guidelines by specifying the issue to be studied, suggesting possible sites and resources, and how to analyse and present data. The use of Information technology in research and presentation is highly recommended. Marks are assigned according to the student’s ability to:

Research material relevant to the investigation and show knowledge and understanding of relevant concepts, ideas and facts;

Select appropriate illustrations, maps and diagrams;

Organise ideas logically; and

Interpret and relate the information obtained.

Students should be able to:

Use secondary sources of evidence such as statistical data, newspaper extracts and brochures, independently, to find out about geographical global trends and their worldwide impact;

Use aerial photos, maps, the internet, interactive maps and software to locate various key physical and human features related to the case study;

Select, use and combine information from a range of sources;

Present findings graphically such by using sketch maps and graphs;

Report and comment on current events to show their understanding of geographical interactions in the real world.

Case Study suggestions

Case study of one tropical storm caused by extreme weather conditions to illustrate:

location and origin of the course taken by tropical storm

conditions leading to the formation of the tropical storm

structure and characteristics of the storm

the destructive effects of the tropical storm on the population, building and property, places and the economy in general

the responses

how monitoring, prediction, protection and planning can reduce life. Examples of tropical storms: Andrew (1992), Opal (1995), Katrina (2005), Wilma (2005), Ike (2008), Sandy (2012), Arthur (2014), Irma (2017), Harvey (2017)


Investigate the causes and impacts of an earthquake. You may include:

Locate the epicentre of the earthquake on a map;

Identify the plates involved;

Explain the causes involved;

Describe the course of events;

Describe the short-term and long-term impacts on people and the environment;

Write about the need of emergency services after the earthquake;

Research how measures (monitoring, evacuation drills, design of buildings etc.) can be used to lessen the hazard risk.


Site visit Report


Reports must be compiled by individual candidates and based on experience gained during the visit organised by the school directly related to one of the outcomes as indicated in this learning programme. The report should be supplemented with a map indicating clearly the site, photographs taken by the students themselves, and when appropriate accompanied with statistics, graphs, sketches and/or diagrams. Planning is the key to hosting a successful site visit. Teachers need to discuss the purpose of the site visit and how it relates to the learning programme. The teacher needs also to discuss with students how to ask good questions while on site to gather information during the visit. Teachers have the task of adding a geographical dimension to the visit. This is because very often explanations are delivered by professional staff which may be too difficult for students to grasp. It is recommended that teachers visit and interview a member of the senior management before the visit to prepare related worksheets to be completed by students during the visit. There is a word guidance of about 200 words for this task. Each report should be organised under the following headings:

Aim of the visit;

Observations and data collected (including worksheets and other material related to the visit);

Additional Information (this may be obtained from secondary sources); and

Summary and evaluation of experience (this should include background information about any geographical concept/s employed during the visit).

Students should be able to:

Study and report on a physical and/or human geographical issue in a particular locality;

Select, use and combine information from a range of sources;

Use aerial photos, maps, the internet, interactive maps and/or software to locate any key physical and/or human features of the area under study;

Present and communicate findings, information and ideas using appropriate terminology with the help of maps, visual images and/or graphical techniques and/or ICT; and

Reach and communicate conclusions that are consistent with the evidence.

Site visit suggestion

Site visit to the Water Conservation and Awareness Centre in Rabat, which aims at raising

awareness on the challenges facing the water sector in the Maltese Islands within a broad

context of sustainable water resources management. Candidates need to describe:

Locate the site on an appropriate map;

Take photographs that depict different parts, sections aspects of the site;

Describe how the water cycle works;

Explain the issue of flash floods due to urbanisation;

Describe ways how to stop rainwater runoff;

Illustrate ways how water can be obtained from underground;

Discuss the issue of nitrates as pollutants in our aquifers;

List and illustrate some water management practices which come from our history/culture;

List ways how water can be used efficiently at home;

Work out on site any worksheets provided by the teacher during the visit;

Research additional information from books and the Internet about the site; and

Present a hard copy of material produced during and as a follow-up of the site visit, bound or gathered together in a file.


Marking Criteria: School-Based Assessment

For the school-based assignments, teachers must mark the finished product in accordance with the

criteria set out in the mark scheme which allocates marks out of a total of 100.

MARKING CRITERIA – FIELDWORK REPORT

Maximum 100 marks (20%)

Clear definition of aims and location of study (1 -15 marks)

1 – 5 marks 6 – 9 marks 10 – 15 marks

Unclear aims and the study area is described in a basic manner.

Less clearly stated aims. Location map provided but not detailed enough.

Aims are clearly defined using a focused statement. Study area is described in detail.

Observations and data collection (1 – 20 marks)


Limited evidence of data collection. Methods and instruments used are very briefly described.

Candidate collects some relevant information in the field. Methods of data collection and equipment described but lacking detail. Limited justification of the methods used for data collection.

Candidate carries out appropriate data collection techniques and describes in detail methods used to collect data, including reference to the equipment used. Sequence of investigation is explained clearly. There is justification of the methods used to collect data in the field.

Presentation of data (e.g. graphs, tables, labelled photographs and maps) (1 – 25 marks)


A limited range of presentation techniques used which may be inappropriate. Lacks accuracy, neatness and clarity. Illustrations and diagrams are not integrated with the text. There is no reference to illustrations in the text. Presentation is poor.

A range of appropriate presentation techniques used, with some inaccuracies. Illustrations and diagrams are satisfactorily integrated into the text, not well captioned and not placed appropriately. Presentation is good.

A wide range of appropriate presentation techniques used which are accurate, relevant, clearly labelled and titled. Illustrations are well integrated into the text, well captioned and placed appropriately. Presentation is excellent.

Development and analysis of findings (1 – 25 marks)


A very limited attempt to describe the data collected with a limited range of specialised terms used.

Data collected is described using geographical terminology which may be limited to just descriptive statements.

Clear and thorough explanation of the findings supported by comprehensive data using a wide range of geographical terminology. Analytical comments which draw together the student’s findings are available.


Organisation (1 – 5 marks)

1 mark 2 – 3 marks 4 – 5 marks

Meets little of the requirements for what should be included in the report. Work may be incomplete, fragmented and not organised in a logical structure.

Meets some of the requirements for what should be included in report regarding word limit, structure, page numbering and references.

Meets all the requirements for what should be included in the report. The report is within the word limit, presentation is neat and well-structured (illustrations and pages are numbered) and references used follow standard conventions.

Conclusion and evaluation (1 - 10 marks)


Conclusion shows little relation to the aim of the study. There are no suggestions for improving the fieldwork.

Simple conclusions are drawn relating to the original scope of the enquiry. There is limited evaluation of the investigation and weak suggestion for improving the fieldwork.

Conclusions are valid and accurate and refer to the original scope of the fieldwork. Detailed evaluation of the investigation is presented suggesting ways for improving the fieldwork.


MARKING CRITERIA – PRESENTATION (Oral and Written)


Explanation of ideas and information (Content)


Provides very basic content knowledge with very limited use of terminology. Aims are unclear. Demonstrates limited understanding of most of the basic concepts of the topic.

Outline relevant information using limited use of geographical terminology. Less clear aims. Demonstrates a good understanding of the topic.

Provides comprehensive information of content using appropriate geographical terms. Aims are clear and relevant to the theme. Demonstrates excellent understanding of topic.

Presentation Aids/Collection of Information


Collects basic information from limited sources. Student uses superfluous graphics which rarely support the presentation. Little evidence of planning. Resources used are more decorative and do not add to the content. Presentation is poor.

Collects and records relevant information from a few secondary sources. Preparation about adequate. Uses some clear illustrations and graphics to enhance the presentation. Presentation is good.

Collects and records detailed information from a range of secondary sources. Shows evidence of effective research and preparation. Visual aids prepared to a high standard. Uses various Illustrations/ artefacts which are appropriate and reinforce presentation. Resources are well integrated in the presentation. Presentation is excellent.

Organisation and Written report


Work is fragmentary and lacks any logical structure or continuity. Sections do not link with each other or build on the previous ones. Uses time poorly, the presentation is too short or too long. Written report or the text on the slides is poorly presented with a few facts about the topic. The content including pictures and diagrams are cluttered and confusing.

There is some logical structure and flow with defined sections so that each section links with the previous one, although not always in a manner which enables the audience to follow the development of the presentation. Times presentation well but may spend too much or too little time on an idea. Written report or the text on the slides is adequately presented with some valid statements and some explanations.

Student presents information in a logical, interesting sequence which audience can follow. Clear structure from the outset with sections that build and link with each other. Length of the presentation conforms to allotted time frame. Written report or the text on the slides is very well presented, appropriate with reasoned explanations and comments. It is supported with clear pictures, graphs and other aids. Evidence of extensive research.


Communication/Presentation skills


Lacks clarity with very limited use of correct vocabulary. Student reads most of the report with little or no eye contact.

Communicates information in a somewhat clear, audible voice but with limited use of terminology. Student occasionally uses eye contact and frequently returns to notes.

Communicates information in an extremely clear, audible voice using correct terminology. Student makes constant eye contact with the audience and seldom returns to notes.

Response to audience questions


Student is uncomfortable with information and answers only rudimentary questions demonstrating a lack of knowledge.

Student answers most class questions but fails to elaborate demonstrating some incomplete knowledge.

Student responds well to class questions with explanations and elaboration demonstrating excellent knowledge and engagement with the topic.


MARKING CRITERIA – Case Study Investigation Report


Knowledge with Understanding (1 – 25 marks)


Case study contains some irrelevances from the theme chosen. Describes information in a rather simple way. Makes inappropriate or little connection between the identified issues/problems and the concepts studied. Shows little understanding of the topic.

Outlines some relevant information on the theme and occasionally fails to focus on the chosen theme. Makes appropriate but somewhat vague connections between the identified issues/ problems and the concepts studied. Demonstrates understanding of some basic concepts of the theme.

Content is relevant and focused on the theme. Provides comprehensive information showing evidence of extensive reading on the topic. Makes appropriate and strong connections between the identified issues/problems and the concepts studied. Demonstrates excellent understanding of the theme.

Collection of Information (1 – 25 marks)


Collects basic information from limited sources. Little evidence of planning and use of geographic terminology. All resources used such as maps, diagrams, graphs, tables, images have little relevance for the assignment and no reference is made to in the text. Resources used do not add value to the presented content.

Collects and records relevant information from a few secondary sources. All resources used such as maps, diagrams, graphs, tables, images are relevant for the assignment, but little reference is made to in the text. Provides evidence for the use of some geographic terminology.

Collects and records detailed information from a range of secondary sources. Shows evidence of effective research and preparation. All resources used such as maps, diagrams, graphs, tables, images are relevant for the assignment and proper reference is made to in the text. Provides evidence for a comprehensive use of geographic-related terminology.

Organisation and Presentation (1 – 20 marks)


Work is fragmentary and lacks any logical structure or continuity. The presented content, including pictures, diagrams, mind maps and photo analysis are below the expected standard. Presentation of the case study is poor.

The presented work contains some logical structure and provides evidence for the employment of some illustrations, diagrams and other aids. Presentation of the case study is good.

Information is presented in a logical and sequential manner. Work is well-written and structured and is supported by clear, captioned pictures, graphs and other aids. Length of the case study conforms to that stipulated. Case study is well presented.


Research, Referencing and Bibliography (1 – 10 marks)


Supplements case study with little research and documentation of sources. No bibliography.

Supplements case study with some research and documents some sources of information. Limited bibliography.

Supplements case study with relevant and thoughtful research and documents all sources of information. Full bibliography.

Analysis of Data (1 – 20 marks)


Display a very limited ability to analyse data and draws only superficial conclusions.

Performs some data analysis and draws-up some statements about the information collected.

Presents an insightful and thorough analysis of collected data, presents analytical comments and reasoned explanations and comments.


MARKING CRITERIA – SITE VISIT REPORT


Data collection on site (1 – 30 marks)

1 - 9 marks 10 – 19 marks 20 - 30 marks

Limited evidence of data collection and work sheets not filled in. Lack of evidence regarding scope of visit.

Information gathered lacks detail and work sheets are not all filled in. Ambient noise and overall sights are ignored.

Collects and records detailed information from impressions gathered and on-site demonstrations. Ambient noise and overall sights are noted.

Additional information (1 – 20 marks)

1 – 6 marks 7 – 12 marks 13 - 20 marks

Additional information is lacking with only pamphlets distributed on site included. The venue is not adequately located.

Collects some basic additional information from limited sources. Location map of the venue is provided but not detailed enough.

Collects and records a range of data from valid secondary sources such as on-site pamphlets, library sources, internet, etc. These are integrated into the write-up. An annotated map of the venue and study area is also included.

Presentation of information (1 – 20 marks)

1 – 6 marks 7 – 12 marks 13- 20 marks

A limited range of presentation techniques used which may be inappropriate. Lacks accuracy, neatness and clarity. Illustrations and diagrams are not integrated with the text. There is no reference to illustrations in the text. Presentation is poor.

A range of appropriate presentation techniques used, with several inaccuracies. Illustrations and diagrams are satisfactorily integrated into the text, not well captioned and not placed appropriately. Presentation is good.

A wide range of appropriate presentation techniques used which are accurate, relevant, clearly labelled and titled. Illustrations are well integrated into the text, well captioned and placed appropriately. Presentation is excellent.

Aim of visit (1 – 10 marks)

1 - 3 marks 4 – 6 marks 7 – 10 marks

Aim is very basic and identifies only with the site and not its location. Understands only basic factual knowledge.

Aim is not clear enough but has a link with limited geographical terminology. Factual knowledge interpreted through geographical knowledge.

Aim clearly defined. Shows a clear understanding of scope and utility of site during the visit.


Analysis and Conclusion (1 – 20 marks)

1 - 6 marks 7 – 12 marks 13 -20 marks

Displays a very limited ability to grasp the purpose of visit and shows hardly any links to aim of visit.

Moderate ability to integrate data collected and additional information with analytical comments.

Integrates the data collected and additional information into analytical comments showing a broad range of understanding, evaluation and interpretation to form a basis for lifelong learning.


Sample Paper


DEPARTMENT FOR CURRICULUM,

RESEARCH, INNOVATION AND LIFELONG LEARNING

Directorate for Learning and Assessment Programmes Educational Assessment Unit Annual Examinations for Secondary Schools SAMPLE PAPER YEAR 10 GEOGRAPHY (OPTION) TIME: 1h 30min

Name: _____________________________________ Class: _____________

Instructions to candidates

Answer all questions in the space provided. Write your answers neatly and in good English. Credit will be given for relevant diagrams. The marks for individual questions are shown in brackets e.g. (4). There are 10 questions in all. The total mark for this paper is 100. The use of blank paper, pieces of string, magnifying glass and calculators is allowed.

For examiner’s use only.

Question No. 1 2 3 4 5 6 7 8 9

10

Total

Maximum

Mark

12 8 8 12 10 10 10 10 10 10 100

Score

Question 1 – Map reading

Examine the topographical map in Figure 1 and then work out the exercise on

page 2. The scale of the map is 1:50000. Figure 1

66

65

64

63

41 42 43 44 45 46


a. What do we call the river feature found in grid square 4164? Choose from:

waterfall meander rapid delta

_______________________ (2)

b. Enlarge grid square 4164 to double its size to 1:25000. Include the Eastings

and Northings at the four corners of the grid box and the drawing of the main

river feature.

(6)

c. In which direction do you think is River Tamar flowing? What evidence from the

map shows this?

___________________________________________________________________________

________________________________________________________________________ (2)

d. Imagine that you are travelling on a yacht along the River Tamar. Name two

natural or human features that you would see on either side of the river. Give

also the six figure grid reference for each feature.

Natural or human feature Six figure grid reference

(2)


Question 2 – Location of places

Refer to the map of the world Figure 2. Name the plates A to E and the

mountains 1 to 4 in the paragraph below. The first one has been done for you.

Figure 2

(Plate A) The Eurasian plate has collided with (Plate D) the________________

plate and raised up the land to form the chain of mountains called (Mountains 1)

the __________________ .

(Plate C) The__________________ plate by moving towards the South

American Plate raised up the fold mountains (Mountains 2) called the

___________________ .

(Plate B) The__________________ plate is moving towards the Eurasian Plate.

The (Mountains 3) __________________ were formed by this tectonic

movement.

The tectonic movement between (Plate E) the __________________ plate and

the Pacific Plate have raised up (Mountains 4) the __________________

mountains of North America.

(8)

Plate A

1

Plat

e

D

3

Plate E

4

2

Plate C

Plate B


Question 3 – Weather and Climate

Imagine that you are a meteorologist.

Explain to Michael and Jessica, two geography options students, the following

terms related to weather and climate.

(8)

Question 4 – Weather and Climate

Explain what is happening in the different areas covered by the depression shown in Figure 3

a. Why is the air rising at the warm front?

___________________________________________________________________________

________________________________________________________________________ (2)

b. What happens to the water content of the rising warm air?

___________________________________________________________________________

________________________________________________________________________ (2)

c. Why is there low pressure within the warm sector of the depression?

___________________________________________________________________________

________________________________________________________________________ (2)

Term Meaning

Isobars

Anticyclone

Hurricane

Storm surge


Figure 3

d. Why do cumulonimbus clouds develop at the cold front?

___________________________________________________________________________

________________________________________________________________________ (2)

e. When does the depression become occluded?

___________________________________________________________________________

________________________________________________________________________ (2)

f. During which season does Malta experience a lot of depressions?

___________________________________________________________________________

________________________________________________________________________ (2)


Question 5 – Landforms and Processes

Refer to the newspaper extract from a local newspaper about the earthquake,

felt in Malta, on Wednesday 13th January 2016 and then answer the following

questions.

Figure 4

a. Why are such earthquakes in the Mediterranean linked to tectonic movement?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

b. Name two primary effects of severe earthquakes.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

c. Name two secondary effects of severe earthquakes.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4.4 magnitude tremor felt all over

Malta and Gozo

A tremor measuring 4.4 on the Richter

scale was felt all over Malta early

this evening. The tremor, which

lasted around 10 seconds, was felt

just after 6pm. It was measured at a

depth of 39 kilometres some 32

kilometres north east off Malta.


d. What caused the severe earthquake of 1995 in Kobe Japan?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

e. What can be done to reduce the damage caused by earthquakes?

___________________________________________________________________________

___________________________________________________________________________

(10)

Question 6 – Landforms and Processes

Explain to a class of Year 10 geography option students five of the river features

shown in Figure 5.

The students will have to recognise and photograph these features, with the help

of your sentences, during the field trip being organised to the United Kingdom.

See example given.

Figure 5


The source of the river is where the river begins usually high up in the

mountains.

1__________________________________________________________________________

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2__________________________________________________________________________

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3__________________________________________________________________________

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4__________________________________________________________________________

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5__________________________________________________________________________

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Question 7 – Socio-Economic Human Systems

Complete the sentences below by examining Figure 6 showing the population

pyramid of Mozambique.

Figure 6


a. The population pyramid in Figure 6 is typical of countries that are

___________________.

b. The largest age-group is that of ____________________________________.

c. This means that the birth rate of this country is _______________________.

d. The pyramid indicates a low life expectancy because ____________________

_______________________________________________________________.

e. The pyramid shows that the government of this country is facing several

problems. Name one.

______________________________________________________________

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Question 8 - Socio-Economic Human Systems

a. What is the meaning of malnutrition?

___________________________________________________________________________

___________________________________________________________________________

(2)

b. Briefly explain three main causes of famine.

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2__________________________________________________________________________

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3__________________________________________________________________________

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_______________________________________________________________________ (6)


c. Refer to Figure 7 below and then give your comment about why it is so

difficult for people in Less Developed Countries to escape from the circle of

hunger.

Figure 7

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___________________________________________________________________________

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(2)

Question 9 - Environmental Concerns

a. What is the meaning of soil erosion.

___________________________________________________________________________

________________________________________________________________________ (1)

b. Soil is a vital resources. Explain three ways used by farmers to conserve

soil.

i.__________________________________________________________________________

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ii._________________________________________________________________________

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iii._________________________________________________________________________

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Question 9 – Environmental Concerns

Figure 8

a. What are floods?

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________________________________________________________________________ (1)


b. Briefly explain three ways by which floods can be reduced.

i.__________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

ii._________________________________________________________________________

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iii..________________________________________________________________________

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geography options year 10 · 2020-06-29 · geography option syllabus –

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