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© OCR 2015GCSE (9–1) in Geography A (Geographical Themes)

QN Awaiting Accreditation

OCR Level 1/2 GCSE (9-1) in Geography A (Geographical Themes) (J383)Specifi cati on

Version 1: First assessment 2018

This draft qualifi cati on has not yet been accredited by Ofqual. It is published to enable teachers to have early sight of our proposed approach to GCSE (9-1) in Geography A (Geographical Themes). Further changes may be required and no assurance can be given at this ti me that the proposed qualifi cati on will be made available in its current form, or that it will be accredited in ti me for fi rst teaching in 2016 and fi rst award in 2018.

Oxford Cambridge and RSA

Awaiti ng Accreditati on

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© OCR 2015 GCSE (9–1) in Geography A (Geographical Themes)ii

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© OCR 2015 GCSE (9–1) in Geography A (Geographical Themes) iii

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Contents

1 Why choose an OCR GCSE (9–1) in Geography A (Geographical Themes)? 1 1a. WhychooseanOCRqualification? 1 1b. WhychooseanOCRGCSE(9–1)inGeographyA(GeographicalThemes)? 2 1c. Whatarethekeyfeaturesofthisspecification? 3 1d. HowdoIfindoutmoreinformation? 3

2 Thespecificationoverview 4 2a. Overview of GCSE (9–1) in Geography A (Geographical Themes) (J383) 4 2b. Content of GCSE (9–1) in Geography A (Geographical Themes) (J383) 5 2c. Content of Living in the UK Today (01) 6 2c. Content of The World Around Us (02) 9 2c. Content of Geographical Skills (03) 13 2d. Prior knowledge, learning and progression 16

3 Assessment of GCSE (9–1) in Geography A (Geographical Themes) 17 3a. Forms of assessment 17 3b. Assessmentobjectives(AO) 18 3c. Assessment availability 19 3d. Retakingthequalification 19 3e. Assessment of extended response 20 3f. Spelling,punctuationandgrammar 20 3g. Synopticassessment 20 3h. Calculatingqualificationresults 20

4 Admin:Whatyouneedtoknow 21 4a. Pre-assessment 21 4b. Specialconsideration 22 4c. External assessment arrangements 22 4d. Resultsandcertificates 23 4e. Post-results services 23 4f. Malpractice 24

5 Appendices 25 5a. Grade descriptors 25 5b. Overlapwithotherqualifications 25 5c. Accessibility 25 5d. Useofmathematicsandstatisticsingeography 26 5e. Glossaryoftermsfromthespecificationcontent 27 5f. Guidanceonassessmentobjectives 28

QNAwaitingAccreditation

© OCR 2015 GCSE (9–1) in Geography A (Geographical Themes)iv

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© OCR 2015 GCSE (9–1) in Geography A (Geographical Themes) 1

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1 Why choose an OCR GCSE (9–1) in Geography A (Geographical Themes)?

Choose OCR and you’ve got the reassurance that you’re working with one of the UK’s leading exam boards. Our new OCR GCSE (9–1) in Geography A (Geographical Themes) course has been developed inconsultationwithteachers,employersandhighereducationtoprovideuswithaqualificationthat’srelevant to them and meets their needs.

We’re part of the Cambridge Assessment Group, Europe’s largest assessment agency and a department of the University of Cambridge. Cambridge Assessment plays a leading role in developing and delivering assessments throughout the world, operatinginmorethan150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.More than 13,000 centres choose our A Levels, GCSEs andvocationalqualificationsincludingCambridgeNationals,CambridgeTechnicalsandCambridgeProgression.

OurSpecificationsWebelieveindevelopingspecificationsthathelpyoubring the subject to life and inspire your students to achieve more.

We’vecreatedteacher-friendlyspecificationsbased on extensive research and engagement with the teaching community. They’re designed to be straightforwardandaccessiblesothatyoucantailorthe delivery of the course to suit your needs. We aim to encourage students to become responsible fortheirownlearning,confidentindiscussingideas,innovativeandengaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

o Delivery Guides o TransitionGuides o TopicExplorationPacks o Lesson Elements o … and much more.

• Accesstosubjectspecialiststosupportyouthroughthetransitionandthroughoutthelifetimesofthespecifications.

• CPD/Trainingforteachersincludingface-to-faceeventstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservice to help you review the performance of individual learners or whole schools.

• ExamCreator–ournewonlinepastpapersservice that enables you to build your own test papersfrompastOCRexamquestions.

AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s GCSE (9–1) in Geography A (Geographical Themes) is QNXXXXXX

1a.WhychooseanOCRqualification?

© OCR 2015 GCSE (9–1) in Geography A (Geographical Themes)2

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1b. Why choose an OCR GCSE (9–1) in Geography A (Geographical Themes)? Aims and learning outcomesOCR’s GCSE (9–1) in Geography A (Geographical Themes) will enable learners to build on their Key Stage3knowledgeandskillsto:

• developandextendtheirknowledgeoflocations,places,environmentsandprocesses,andofdifferentscalesincludingglobal;andofsocial,politicalandculturalcontexts(knowgeographical material)

• gainunderstandingoftheinteractionsbetweenpeople and environments, change in places andprocessesoverspaceandtime,andtheinterrelationshipbetweengeographicalphenomenaatdifferentscalesandindifferentcontexts (think like a geographer)

• developandextendtheircompetenceinarangeofskillsincludingthoseusedinfieldwork,inusingmapsandGeographicalInformationSystems (GIS) and in researching secondary evidence,includingdigitalsources;anddeveloptheir competence in applying sound enquiry andinvestigativeapproachestoquestionsandhypotheses (study like a geographer)

• applygeographicalknowledge,understanding,skills and approaches appropriately and creativelytorealworldcontexts,includingfieldwork,andtocontemporarysituationsandissues;anddevelopwell-evidencedargumentsdrawing on their geographical knowledge and understanding (applying geography).

ThisGCSE(9–1)qualificationencourageslearnersto think like geographers through the study of geographical themes applied within the context of the UK and the wider world. This structure allows learners todrawsynopticlinksbetweenthecontentwithinthecomparable themes.

Thisspecificationcontainsclear,detailed,stimulatingcontent to allow teachers to enthuse a love of geographyintheirlearners,whilstbeingconfidentthat they are preparing them for assessment to the depth and detail required.

Thequalificationgivesaprominentpositiontofieldworkandothergeographicalskillswhilstensuringthey are embedded within teaching and learning. Skillsarecontextualisedthroughthethematiccontentstudied.

This GCSE (9–1) in Geography A (Geographical Themes) will provide learners with a solid grounding, whethertheyaregoingontoFurtherEducation,HigherEducationortheworkplace.Thequalificationaims to inspire a passion for geography within learners which encourages an interest in the subject beyond academic achievements, for the rest of their life.

OCR has a comprehensive support package in place for the delivery of GCSE (9–1) Geography A (Geographical Themes), including a range of free resourcesavailableonthewebsite,CPDopportunitiesand Geography Subject Specialists who are available to support teachers. This support will evolve to suit the requirements of teaching and learning throughout thelifetimeofthespecification,basedoncontinuedfeedback from teachers.


1

DRAFTThe key features of OCR’s GCSE (9–1) in Geography A (GeographicalThemes)foryouandyourlearnersare:

• engagingcontentstudiedasthemesallowingsynopticlinkstobeclearbetweencomponents

• opportunitiestostudyin-depth,contemporarycase studies, both local and global in nature

• concisecontentforclarityofwhatisrequiredfor teaching

• deepunderstandingofthedynamicanddiversegeography of the UK

• explorationofthecomplexitiesoftheplanetanditsinterconnections

• embeddedgeographicalskillsandfieldworkbeingcoreelementsofthespecification

• asimpleassessmentstructure

• aglossarytoexplainkeytermsandclarifydefinitionsfromthespecificationcontent(seesection5e).

1c. Whatarethekeyfeaturesofthisspecification?

IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

If you are not yet an approved centre and would like tobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

AskSubjectSpecialist:

Email:[email protected]

Teachersupport:http://www.ocr.org.uk/qualifications/by-subject/geography/

Twitter:https://twitter.com/ocr_geography

1d. HowdoIfindoutmoreinformation?

http://www.ocr.org.uk/qualifications/by-subject/geography/

http://www.ocr.org.uk/qualifications/by-subject/geography/


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2a. OverviewofGCSE(9–1)inGeographyA(GeographicalThemes)(J383)

Learnersmustcompleteallcomponents:01,02and03tobeawardedtheOCRGCSE(9–1) in Geography A (Geographical Themes).

2 Thespecificationoverview

*Indicatesinclusionofsynopticassessment.

ContentOverview AssessmentOverview

30%of total GCSE

30%of total GCSE

40%of total GCSE

LivingintheUKToday (01)

60 Marks1 hour 15 minutes writtenpaper

The World AroundUs(02)


Geographical Skills (03)*


• LandscapesoftheUK

• PeopleoftheUK

• UKEnvironmentalChallenges

• EcosystemsofthePlanet

• PeopleofthePlanet

• Environmentalthreatsto our Planet

• GeographicalSkills

• FieldworkAssessment


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2b. ContentofGCSE(9–1)inGeographyA(GeographicalThemes)(J383)

Study within the OCR GCSE (9–1) in Geography A (GeographicalThemes)specificationwillconsistof:

• LivingintheUKToday(01)

• TheWorldAroundUs(02)

• GeographicalSkills(03).

Thespecificationwillintroduceandextendlearners’insightintoandexplorationofboththegeographyof the UK and the wider world. Learners will be equipped with a wide range of geographical skills which will help them become both adaptable and resilientnomatterwhichfuturepathwaytheychoose.

The content has a simple structure, with key ideas, content and scale columns to show clearly what is required for study. The content column indicates what will be assessed. The content is studied at a variety of scaleswithglobal(G),national(N),regional(R),andlocal (L) scales indicated alongside the key idea. It is alsoindicatedwhencontentgivesrisetoafieldworkopportunity.Thefieldworksymbol(F)indicatesopportunitiesanditisthereforenotcompulsorytoundertakefieldworkinrelationtoallopportunities.

The content should be contextualised through case studies and exemplars where appropriate. It is required that case studies and exemplars relate to at least two countries other than the UK and that learners have contextual knowledge of any countries from which case studies and exemplars are chosen. Case studies should be chosen from the 21st century.

Learners will study in depth the diverse and dynamic geographyoftheUK.Theywillgainanappreciationofthe changes to the UK’s geography and the processes which drive them. This will include the study of the naturallandscapeswhichdefinetheUK,thepeopleofthe UK and the environmental challenges facing the UK.

Learnerswillexplorethecomplexitiesoftheplanetandtheinterconnectionsthattakeplaceinthewiderworld. Learners will explore key ecosystems, people of the planet and environmental threats to the world.

The geographical knowledge and understanding gained from the content and concepts will be underpinned by a range of geographical skills which arethenassessedinthethirdcomponent.Applicationof these skills will need to be contextualised within the geographical content. Learners will develop criticalthinkingskillsastheylearnhowtoformulateenquiries and arguments through this study.

Geographyeducationshouldencouragelearnerstodevelop a sense of wonder about the world. OCR’s GCSE (9–1) in Geography A (Geographical Themes) willinstilaninterestindifferentplaces,thepeoplewho live there, and the environments they live in, whilst giving learners an opportunity to explore the ever-changing face of geography in the UK.


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TheUKhasaverydistinctnaturallandscapewhichhasbeen shaped over millions of years by a core set of geomorphic processes. This theme gives learners an understanding of the physical geography of the UK, its key landscapes and the geomorphic processes which

have driven the changes to UK landscapes. Case studies will be used to contextualise how climate, geology and humanactivityworkincombinationwithgeomorphicprocesses to shape two landscapes in the UK.

2c. ContentofLivingintheUKToday(01)

1.1LandscapesoftheUK

Thiscomponentinvestigatesthedynamicanddiversegeography of the UK. It draws on a range of themes toexplorethechangingbutdistinctivephysicalandhuman environments, the processes which drive them and the challenges they create. The content is divided

into three themes exploring landscapes of the UK, the UK’s economic development and the people who live in the UK, and some of the environmental challenges that the country faces.

Section KeyIdeas Content Scale

1.1.1 The physical landscapes oftheUKhavedistinctivecharacteristics.

• Overviewofthedistributionofareasofupland,lowland and glaciated landscapes.

• Overviewofthedistinctivecharacteristicsoftheselandscapes including their geology, climate and humanactivity.

N

1.1.2 There are a number of geomorphic processes which createdistinctivelandscapes.

• Thedefinitionsofthemaingeomorphicprocesseswhich take place within river basins including types ofweathering,erosion,transportanddeposition.

1.1.3 Rivers create a range of landforms which change with distance from their source within a river basin.

• Theformationofriverlandforms(waterfall,gorge,V-shapedvalley,floodplain,levee,meander,ox-bow lake).

R, L, F

1.1.4 Landscapes are dynamic and differdependingontheirgeology, climate and human activity.

• Twocasestudies, including one UK river basin and onedifferentanddistinctivelandscapefromthe UK of your choice (eg glaciated or coastal landscapesbutnotariverbasin),tocover:

thegeomorphicprocessesoperatingatdifferentscalesandhowtheyareinfluencedbygeologyandclimate

landforms and features associated with your case study

howhumanactivity,includingmanagement,worksincombinationwithgeomorphic processes to impact the landscape.

R, L, F


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TheUKhasauniquepositionwithintheworld,withcomplexglobalinterconnections.ThehistoryoftheUKhasinfluenceditscurrentpoliticalandeconomicpower on a global scale and has produced a rich culture,contributedtobyanumberofethnicities.Thisthemeshoulddevelopanappreciationofthechanges

withinUKsociety,itspopulationanddevelopment.Casestudieswillbeusedtoinvestigatethegrowthand/ordeclineofaplaceorregionandtoexaminethecharacter of a city in the UK, including the ways of life of the people who live in it.

1.2PeopleoftheUK


1.2.1 The UK is connected to many other countries and places.

• OverviewoftheUK’scurrentmajortradingpartners to include principal exports and imports.

G,R,N

1.2.2 The UK is a diverse and unequal society which has geographicalpatterns.

• AnunderstandingoftheUK’sgeographicaldiversitythroughpatternsofemployment,averageincome,lifeexpectancy,educationalattainment,ethnicityand access to broadband.

N

1.2.3 Therearedifferentcausesand consequences of development within the UK.

• ThecausesofunevendevelopmentwithintheUK,includinggeographicallocation,economicchange,infrastructure and government policy.

• Case study of the consequences of economic growth and/ordeclinefor one place or region in the UK.

N, L, F

1.2.4 TheUK’spopulationischanging.

• ChangesintheUK’spopulationstructurefrom1900 to the present day, including its changing positionontheDemographicTransitionModel

• Anunderstandingofthecausesof,andtheeffectsandresponsestoanageingpopulation.

• OutlineflowsofimmigrationintotheUKinthe21stcentury including an overview of the social and economic impacts on the UK.

N, L, F

1.2.5 Citieshavedistinctchallengesandwaysoflife,influencedby its people, culture and geography.

• Case study of one major city in the UK including the influencesof:

the city within its region, the country and the wider world

migration(nationalandinternational)and its impact on the city’s growth and character

the ways of life within the city, such as culture, ethnicity, housing, leisure and consumption

contemporarychallengesthataffecturbanchange, including housing availability, transport provision and waste management

sustainable strategies to overcome one of the city’s challenges.

G, N, L, F


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The UK faces many challenges through people’s interactionwiththephysicalenvironmentandtheuseofresources.Thisthemeinvestigatessomeoftheenvironmental challenges faced by the UK. Learners will lookatextremeweathereventsintheUK,inparticular

thelinksbetweenextremeweatherconditionsandflooding.LearnerswilldevelopanunderstandingofthefactorsaffectingtheUK’senergyuseandsecurity,thedecision makers involved, as well as sustainability and management.

1.3UKEnvironmentalChallenges


1.3.1 The UK has a unique climate foritslatitude.

• Howairmasses,theNorthAtlanticDriftandcontinentalityinfluencetheweatherintheUK.

G, N

1.3.2 Extremefloodhazardevents are becoming more commonplace in the UK.

• Case study of oneUKfloodeventcausedbyextremeweatherconditionsincluding:

causesofthefloodevent,includingtheextremeweatherconditionswhichledtothe event

effectsofthefloodeventonpeopleandthe environment

themanagementofthefloodeventatavariety of scales.

N, R, L, F

1.3.3 Humans use, modify and change ecosystems and environments to obtain food, energy and water.

• OverviewofhowenvironmentsandecosystemsintheUKareusedandmodifiedbyhumansthrough

mechanisationoffarmingandcommercialfishingtoprovidefood

wind farms and fracking to provide energy reservoirs and water transfer schemes to

provide water.

G, N

1.3.4 There are a range of energy sources available to the UK.

• Identificationofrenewableandnon-renewableenergy sources.

• Thecontributionofrenewableandnon-renewablesources to energy supply in the UK.

N, R, L

1.3.5 EnergyintheUKisaffectedby a number of factors and requires careful management andconsiderationoffuturesupplies.

• Changingpatternsofenergysupplyanddemandin the UK from 1950 to the present day, and how changeshavebeeninfluencedbygovernmentdecisionmakingandinternationalorganisations.

• StrategiesforsustainableuseandmanagementofenergyatlocalandUKnationalscales.

• ThedevelopmentofwindfarmsandfrackingintheUKandtheirpositiveandnegativeimpactsonpeople and the environment.

• Theextenttowhichfossilfuelscouldandshouldcontribute to the UK’s future energy supply.

• Economic,politicalandenvironmentalfactorsaffectingUKenergysupplyinthefuture.

G, N, R, L, F


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A variety of ecosystems are spread across the world and thesehaveanumberofinteractingcomponentsandcharacteristics.Thisthemedevelopsanappreciationofa number of these ecosystems, before focusing study on coral reefs and tropical rainforests. Both ecosystems

willbeexaminedintermsoftheirabioticandbioticcomponents, processes, cycles and their value to humans. Learners explore the sustainable use and management of these bio-diverse ecosystems.

2c. ContentofTheWorldAroundUs(J383/02)

2.1 Ecosystems of the Planet

Thiscomponentexploresthecomplexitiesoftheplanetandtheinterconnectionsthattakeplace.Itdrawsona range of themes to examine the changing, dynamic nature of physical and human environments, the role of decision makers and the sustainable nature and

management of these environments. The content is divided into three themes exploring ecosystems of the planet, global development and the people who live on the planet, and some of the environmental challenges that the world faces.


2.1.1 Ecosystems consist of interdependent components.

• Ecosystemsincludeabiotic(weather,climate,soil)andbiotic(plants,animals,humans)componentswhich are interdependent.

R, L

2.1.2 Ecosystemshavedistinctdistributionsandcharacteristics.

• Overviewoftheglobaldistributionofpolarregions,coral reefs, grasslands, temperate forests, tropical rainforests, and hot deserts.

• Overviewoftheclimate,plantsandanimalswithinthese ecosystems.

G

2.1.3 There are major tropical rainforests in the world.

• ThelocationofthetropicalrainforestsincludingtheAmazon,CentralAmerican,CongoRiverBasin,Madagascan, South East Asian and Australasian.

G

2.1.4 There are major coral reefs in the world.

• Thelocationofwarmwatercoralreefsincludingthe Great Barrier Reef, Red Sea Coral Reef, New Caledonia Barrier Reef, the Mesoamerican Barrier Reef, Florida Reef and Andros Coral Reef.

G

2.1.5 Bio-diverse ecosystems are under threat from human activity.

• Theprocessesthatoperatewithintropicalrainforests, including nutrient and water cycles.

• Theprocessofnutrientcyclingthatoperateswithincoral reefs.

• Twocasestudies, including one tropical rainforest and one coralreef,tocover:

the interdependence of climate, soil, water, plants, animals and humans their value to humans and to the planet

threatstobiodiversityandattemptstomitigatethesethroughsustainableuseandmanagement.

G, R, N, L


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Historically, the world has developed unevenly. This theme explores the causes of this uneven development andthedifferencesbetweencountries.Acountrycase study focuses on a number of interrelated factors affectingitseconomicdevelopment.Learnersneedtounderstand the causes and consequences of growth in

urbanareas,particularlyrelatedtotheprocessofrapidurbanisation.Learnersinvestigateacityinalow-incomedeveloping country (LIDC) or emerging and developing country (EDC) to examine its people and culture, and considertheinfluencetheyhaveonshapingthecitiesdistinctwaysoflifeandchallenges.

2.2 People of the Planet


2.2.1 The world is developing unevenly.

• Social,economicandenvironmentaldefinitionsofdevelopment, including the concept of sustainable development.

• Differentdevelopmentindicators,includingGNI per capita, Human Development Index and Internet Users, and the advantages and disadvantages of these indicators.

• Howdevelopmentindicatorsillustratetheconsequences of uneven development.

• Currentpatternsofadvancedcountries(ACs),emerging and developing countries (EDCs) and low-income developing countries (LIDCs).

G

2.2.2 There are many causes of uneven development.

• Outlinethereasonsforunevendevelopment,including the impact of colonialism on trade and the exploitationofnaturalresources.

• Differenttypesofaidandtheirroleinbothpromotingandhinderingdevelopment.

G, R

2.2.3 Many factors contribute to a country’s economic development.

• Case study of one LIDC or EDC. This should illustrate its changing economic development, including the influenceofandinterrelationshipsbetween:

thecountry’sgeographicallocation,availability and type of natural resources, politicaldevelopmentandrelationshipswith other states

principal imports and exports and the relativeimportanceoftrade

populationandemploymentstructurechangesovertime

socialfactors,includingaccesstoeducationand healthcare provision

technological developments, such as communicationstechnology

one aid or investment project.• UsingthecasestudyoftheLIDCorEDCexplore

Rostow’s model to determine the country’s path of economic development.

G, R, N, L


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2.2.4 The majority of the world’s populationnowliveinurbanareas.

• Definitionofcity,megacityandworldcity.• Thedistributionofmegacitiesandhowthishas

changedovertime.• Howurbangrowthratesvaryinpartsoftheworld

withcontrastinglevelsofdevelopment.

G, R

2.2.5 There are causes and consequences of rapid urbanisationinLIDCs.

• OverviewofthecausesofrapidurbanisationinLIDCsincludingpushandpullmigrationfactors,andnatural growth.

• Outlineofthesocial,economicandenvironmentalconsequencesofrapidurbanisationinLIDCs.

R,N,L

2.2.6 Citieshavedistinctchallengesandwaysoflife,influencedbyits people and culture.

• Case study of one major city in an LIDC or EDC includingtheinfluencesof:

the city within its region, the country, and the wider world

migration(nationalandinternational)and its impact on the city’s growth and character

the ways of life within the city, such as culture, ethnicity, housing, leisure and consumption

contemporarychallengesthataffecturbanchange, including housing availability, transport provision and waste management

sustainable strategies to overcome one of the city’s challenges.

G, N, L


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Climatechangeandextremeweatherconditionscause many threats to both people and the environment. This theme develops understanding of thesekeyenvironmentalthreatsaffectingcountriesand the world as a whole. Learners will explore the changing climate, including possible causes, and the

currentconsequences.Anintroductiontotheglobalcirculationoftheatmosphereleadstoastudyofextremeweatherconditionsandsubsequentdroughtwhich can impact both people and the environment at a range of scales.

2.3EnvironmentalThreatstoOurPlanet

DRAFT

Section KeyIdea Content Scale

2.3.1 The climate has changed from the start of the Quaternary period.

• Overviewofhowtheclimatehaschangedfromthebeginning of the Quaternary period to the present day, including ice ages.

• Keyperiodsofwarmingandcoolingsince1000AD,includingthemedievalwarming,LittleIceAgeandmodern warming.

• Evidenceforclimatechangeoverdifferenttimeperiods, including global temperature data, ice cores,treerings,paintingsanddiaries.

G

2.3.2 There are a number of possible causes of climate change.

• Theoriesofnaturalcausesofclimatechangeincludingvariationsinenergyfromthesun,changesintheEarth’sorbitandvolcanicactivity.

• Howhumanactivityisresponsiblefortheenhancedgreenhouseeffectwhichcontributestoglobalwarming.

G

2.3.3 Climate change has consequences.

• Summaryofarangeofconsequencesofclimatechange currently being experienced across the planet.

G, R, N, L

2.3.4 Theglobalcirculationoftheatmosphere controls weather and climate.

• Distributionofthemainclimaticregionsoftheworld.• Outlinehowtheglobalcirculationofthe

atmosphere is controlled by the movement of air between the poles and the equator.

G

2.3.5 Extremeweatherconditionscausedifferentnaturalweatherhazards.

• Outlinetheextremeweatherconditionsthatareassociated with tropical storms and drought.

• Thedistributionandfrequencyoftropicalstormsand drought, and whether these have changed overtime.

G

2.3.6 Droughtcanbedevastatingfor people and the environment.

• Case study of one drought event caused by El Niño/LaNiña:

howElNiño/LaNiñacanleadtodrought effectsofthedroughteventonpeopleand

the environment ways in which people have adapted to

drought in the case study area.

G, R, N, L


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2c.ContentofGeographicalSkills(J383/03)

Geographical skills are fundamental to the study andpracticeofgeography.Theyareintegratedintoall aspects of the subject. The skills listed on the following pages provide a basis for further study and research across a range of subjects as well as being core skills for the world of work. Learning these skills inthecontextofthespecificationcoveringthesixthemesfromcomponents(01)and(02)willstimulatelearners to ‘think geographically’. It will also provide

themwithopportunitiestoapplytheskillsinawiderange of curriculum or learning contexts.

Learners will be able to apply the skills listed below and overleaf in familiar and novel contexts. Teaching and learning should embed and contextualise the listed geographical skills into the content of Living in the UK Today (01) and The World Around Us (02).

3.1 With respect to cartographic skills, learners shouldbeableto:

1. select, adapt and construct maps, using appropriatescalesandannotations,topresentinformation

2. interpretcross-sectionsandtransects 3. use and understand coordinates, scale and

distance 4. extract, interpret, analyse and evaluate

information 5. use and understand gradient, contour and

spot height (on OS and other isoline maps) 6. describe,interpretandanalysegeo-spatial

data presented in a GIS framework.

3.2 With respect to graphical skills, learners should beableto:

1. select, adapt and construct appropriate graphs and charts, using appropriate scales andannotationstopresentinformation

2. effectivelypresentandcommunicatedatathrough graphs and charts

3. extract, interpret, analyse and evaluate information.

Maps to be studied: Graphs and charts to be studied:

Atlas maps Bargraphs(horizontal,verticalanddivided)

OSmaps(1:50000and1:25000scales) Histograms (with equal class interval)

Base maps Line graphs

Choropleth maps Scattergraphs(includingbestfitline)

Isoline maps Dispersion graphs

Flow line maps Pie charts

Desire-line maps Climate graphs

Sphereofinfluencemaps Proportionalsymbols

Thematicmaps Pictograms

Route maps Cross-sections

Sketch maps Populationpyramids

Radial graphs

Rose charts

3. Geographical Skills


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3.3 With respect to numerical and statisticalskills,learnersshouldbeableto: 1. demonstrate an understanding of number, area and scale 2. demonstrateanunderstandingofthequantitativerelationshipsbetweenunits 3. understandandcorrectlyuseproportion,ratio,magnitudeandfrequency 4. useappropriatemeasuresofcentraltendency,spreadandcumulativefrequencyincluding,median,

mean,range,quartilesandinter-quartilerange,modeandmodalclass 5. calculateandunderstandpercentages(increaseanddecrease)andpercentiles 6. designfieldworkdatacollectionsheetsandcollectdatawithanunderstandingofaccuracy,sample

sizeandprocedures,controlgroupsandreliability 7. interpret tables of data 8. describerelationshipsinbivariatedata 9. sketchtrendlinesthroughscatterplots 10. drawestimatedlinesofbestfit 11. makepredictions;interpolateandextrapolatetrendsfromdata 12. beabletoidentifyweaknessesinstatisticalpresentationsofdata 13. drawandjustifyconclusionsfromnumericalandstatisticaldata.

3.4 Learnersshouldalsobeableto: 1. deconstruct, interpret, analyse and evaluate visual images including photographs, cartoons, pictures

and diagrams 2. analysewrittenarticlesfromavarietyofsourcesforunderstanding,interpretationandrecognition

of bias 3. suggestimprovementsto,issueswithorreasonsforusingmaps,graphs,statisticaltechniquesand

visual sources, such as photographs and diagrams.

Geographical Skills


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FieldworkskillsGeographical fieldworkmaybedefinedastheexperienceofunderstandingandapplyingspecificgeographical knowledge, understanding and skills toaparticularandrealout-of-classroomcontext.Inundertakingfieldwork,learnerspractisearangeofskills, gain new geographical insights and begin to appreciatedifferentperspectivesontheworldaroundthem. Fieldwork adds ‘geographical value’ to study, allowing learners to ‘anchor’ their studies within a real worldcontext.Fieldworkmustbeundertaken:

• outsidetheclassroomandbeyondthe school grounds

• onatleasttwo occasions

• incontrastinglocations

• inboth physical and human geographical contexts.

TheassessmentoffieldworkwilltakeplacewithinGeographical Skills (03).

Thevalueoffieldworkgoesbeyondtheaimofcollectingprimarydata.Theunderstandinggeneratedfrom experiencing geographical concepts, processes andissuesintherealworldcanbeilluminatingforlearners.Theinvestigativeprocessgoesbeyonddatacollection,withotherkeyaspectsincludingthepresentationandanalysisofresults,drawingconclusionsandcriticallyreflectingontheprocess.

Thefollowingareasoffieldworkwillbeassessed,throughbothlearners’ownexperiencesoffieldworkandunfamiliarcontexts:

i. questionssuitableforinvestigationthroughfieldworkandanunderstandingofthegeographical enquiry processes appropriate toinvestigatethese

ii. understanding of the range of techniques andmethodsusedinfieldwork,includingobservationanddifferentkindsofmeasurement

iii. processingandpresentingfieldworkdatain various ways including maps, graphs and diagrams

iv. analysing and explaining data collected inthefieldusingknowledgeofrelevantgeographical case studies and theories

v. drawing evidenced conclusions and summariesfromfieldworktranscriptsanddata

vi. reflectingcriticallyonfieldworkdata,methods used, conclusions drawn and knowledge gained.

Fieldworkskillsmaybeassessedinrelationtoeitherphysical or human geography contexts or for both in any set of assessments.


DRAFT

CentresmustprovideawrittenstatementtoOCRdetailing at least two occasions where learners have beengiventheopportunitytocarryoutfieldwork.Theseopportunitiesmustincludetheexplorationof both physical and human processes and the twoopportunitiesshouldbefortwocontrastingenvironments.

Centresmustprovidefieldworkopportunitiesfortheir learners. This does not go so far as to oblige centres to ensure that all of their learners take part in thefieldwork.Thereisalwaysariskthatanindividuallearnermaymissthearrangedfieldwork,forexamplebecause of illness. It could be costly for the school to runadditionalfieldworkopportunitiesforthelearner.However,theopportunitytotakepartinfieldworkmust be given to all learners. Learners who do not take up the opportunity may be disadvantaged, as therewillbequestionsonfieldworkintheGCSEGeography A (Geographical Themes) assessment.

ThewrittenstatementshouldbesubmittedtoOCRcontainingthefollowinginformationinrespectofeachofthefieldworkopportunities:

• thedateonwhichitwasprovided

• thelocationatwhichitwasprovided

• theenvironmenttowhichitrelated

• numbersoflearnerswhoparticipated

• themainissues/questionsinvestigated duringthefieldworkopportunities

• therelationshipofthefieldwork opportunitiestothespecificationcontent.

Centresmustprovidethefieldworkstatementby15Mayintheyearthelearnercertificates.AnyfailurebyacentretoprovideafieldworkstatementtoOCRinatimelymannerwillbetreatedasmalpracticeand/ormaladministration(underGeneralConditionA8(Malpractice and maladministration)).

FieldworkWrittenStatement

2d. Priorknowledge,learningandprogression

Learners in England who are beginning a GCSE (9–1) course are likely to have followed a Key Stage 3 programme of study. No prior knowledge of this subject is required.

Therearenopriorqualificationsrequiredinorderfor learners to enter for a GCSE (9–1) in Geography A (Geographical Themes), nor is any prior knowledge or understanding required for entry onto this course.

GCSEsarequalificationsthatenablelearnerstoprogresstofurtherqualificationseitherVocationalorGeneral.

Thisqualificationprovidestheidealfoundationforlearners to progress to OCR AS or A Level Geography.

Find out more atwww.ocr.org.uk

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3a. Forms of assessment

For OCR’s GCSE (9–1) in Geography A (Geographical Themes) learners must take all components.

3 Assessment of GCSE (9–1) in Geography A (Geographical Themes)

GCSE(9–1)inGeographyA(GeographicalThemes)(J383)

(Component01)LivingintheUKToday

30% of the GCSE (9–1)1 hour 15 minutesWrittenpaper60 marks*

Thisquestionpaperhasthreethemes:• Theme1:LandscapesoftheUK• Theme2:PeopleoftheUK• Theme3:UKEnvironmentalChallengesTherewillbequestionson all themes.Learners answer allquestions.AseparateResourceBookletisprovidedwiththequestionpaper.The component is externally assessed.Marks associated with geographical skills will be assessed within this component.*There will be 3 marks for SPaG included in the marks for this component.

(Component02)TheWorldAroundUs


Thisquestionpaperhasthreethemes:• Theme1:EcosystemsofthePlanet• Theme2:PeopleofthePlanet• Theme3:EnvironmentalThreatstoourPlanet.Therewillbequestionson all themes.Learners answer all questions.AseparateResourceBookletisprovidedwiththequestionpaper.The component is externally assessed.Marks associated with geographical skills will be assessed within this component.*There will be 3 marks for SPaG included in the marks for this component.

(Component 03) Geographical Skills


Thisquestionpaperhastwosections:• SectionAfocusesongeographicalskillsandsynopticassessmentof

materialfromeitherorbothofthefirsttwocomponents• SectionBwillfeaturequestionsrelatingtotheassessmentoffieldwork

bothinrelationtothelearnersownexperiencesoffieldworkandunfamiliar contexts.

Learners answer all questions.AseparateResourceBookletisprovidedwiththequestionpaper.The component is externally assessed.Marks associated with geographical skills will be assessed within this component.*There will be 3 marks for SPaG included in the marks for this component.


DRAFT3

Withinthequestionpaperforeachofthethreecomponentstherewillbeacombinationofshortanswerquestionswhichcarryalowtariff,mediumlengthquestionsof6marksandhighertariffextendedresponsequestions(maximumof12marksplusSPaG).

Theskillsquestionswillbebasedongeographicalscenarios with unseen resources. These scenarios may or may not be directly linked to at least one ofthesixthemesfromthefirsttwocomponents(Living in the UK Today (01) and The World Around Us (02)), however they will be set within a geographical context.

A minimum of 10% of the overall assessment marks across the three components are targeted at the use ofmathematicsandstatisticsingeography(pleaseseesection5d).

Thereisnooptionalitywithinthecontentorassessment and so learners will be required to developanunderstandingoftheentirecontentacrossallofthecomponentsandtheirconstituentthemes.

3b. Assessmentobjectives(AO)

TherearefourassessmentobjectivesinOCRGCSE(9–1)inGeographyA(GeographicalThemes)andthesearedetailed in the table below.

Learnersareexpectedtodemonstratetheirabilityto:

AssessmentObjective

AO1Demonstrateknowledgeoflocations,places,processes,environmentsanddifferentscales.

AO2

Demonstrategeographicalunderstandingof:• Conceptsandhowtheyareusedinrelationtoplaces,environments

and processes• Theinter-relationshipbetweenplaces,environmentsandprocesses.

AO3Apply knowledge and understanding to interpret, analyse and evaluate geographicalinformationandissuesandtomakejudgements.

AO4Select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissuesandcommunicatefindings.

PleaseseeSection5fintheAppendicesofthisSpecificationfordetailedOfqualguidanceonthebreakdownoftheassessmentobjectivesforGCSE(9–1)GeographyA(GeographicalThemes).


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Therelationshipbetweentheassessmentobjectivesandthecomponentsareshowninthefollowingtable:

AOweightingsinOCRGCSE(9–1)GeographyA(GeographicalThemes)

Component

%ofoverallGCSE(9–1)inGeographyA (GeographicalThemes)(J383)

AO1 AO2 AO3 AO4

LivingintheUKToday(J383/01) 7.5 11 8 3.5

TheWorldAroundUs(J383/02) 7.5 11 8 3.5

GeographicalSkills(J383/03) 0 3 19 18

Total 15 25 35 25

The remaining 5% of marks are associated to Spelling, PunctuationandGrammar(pleaseseesection3f).

There will be 3 marks associated to SPaG in each of the three components’ assessments

Within the assessments, 10% of the marks will be assessingAO3appliedinfieldworkcontext(s)and5% of the marks will be associated with AO4 applied torespondingtoquestionswithfieldworkdataandcontexts.

3c. Assessmentavailability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoall learners.

ThisspecificationwillbecertificatedfromtheJune2018examinationseriesonwards.

All examined components must be taken in the same examinationseriesattheendofthecourse.

3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesastheywish.Theyretakeallcomponentsofthequalification.


DRAFT

Theassessmentmaterialsforthisqualificationprovide learners with the opportunity to demonstrate their ability to construct and develop a sustained

and coherent line of reasoning and marks for extended responses are integrated into the marking criteria.

3e. Assessment of extended response

Synopticassessmentisthelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject. It involves the explicit drawing together of knowledge,skillsandunderstandingwithindifferentparts of the GCSE (9–1) course.

Theemphasisofsynopticassessmentistoencouragethe understanding of Geography A (Geographical Themes) as a discipline.

The assessment model has been designed so that opportunitiesforsynopticassessmentareintegratedinto the Geographical Skills 03 component.

As the content of the Geographical Skills 03 component should be embedded into the teaching and learning of components 01 and 02, this should allowlearnersanaturalroutetodevelopingsynopticskills.

3g. Synopticassessment

Alearner’soverallqualificationgradeforGCSE(9–1)Level in Geography A (Geographical Themes) will be calculated by adding together their marks from the three components taken to give their total weighted mark. This mark will then be compared to the

qualificationlevelgradeboundariesfortherelevantexam series to determine the learner’s overall qualificationgrade.

3h. Calculatingqualificationresults

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Inthespecificationasawhole,5percentofthemarkswill be used to credit the accuracy of the learners’ spelling,punctuationandgrammar(SPaG)andtheiruse of specialist terminology.

SPaG will be assessed within a number of individual tasksratherthanholistically.

There will be 3 marks available for SPaG within each component. The tasks in which SPaG is assessed will be extended responses and will be clearly indicated on assessment materials.

SPaG mark schemes can be found at the back of the mark schemes for these assessment materials.

The exam boards and Ofqual are working together todeterminethemarkingexpectationsforspelling,punctuationandgrammar(SPaG)whichwillapplytoallspecificationsinHistory,GeographyandReligiousStudies. The agreed wording will be included in the mark schemes for accredited sample assessment materials.

3f. Spelling,punctuationandgrammar


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4 Admin:Whatyouneedtoknow

Theinformationinthissectionisdesignedtogiveanoverview of the processes involved in administering thisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.More

informationabouttheseprocesses,togetherwiththe deadlines, can be found in the OCR Admin Guide and Entry Codes: 14–19 Qualifications, which can be downloadedfromtheOCRwebsite: www.ocr.org.uk

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumber of learners who will be entered for a qualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.They are free and do not commit your centre in any way.

Final entries

Final entries provide OCR with detailed data for each learner, showing each assessment to be taken. Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

All learners taking a GCSE (9–1) in Geography A (Geographical Themes) must be entered for J383.

Entry code Title Component code Componenttitle Assessment type

J383Geography A

(Geographical Themes)

01Living in the UK

TodayExternal

Assessment

02The World Around

UsExternal

Assessment

03 Geographical SkillsExternal

Assessment


DRAFT4

4b. Specialconsideration

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQ A guide to the special consideration process.

4c. External assessment arrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.


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4d. Resultsandcertificates

Grade Scale

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results informationforeachlearner:

• Thegradeforthequalification

• Therawmarkforeachcomponent

• Thetotalweightedmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• Rawmarkgradeboundariesforeachcomponent

• Weightedmarkgradeboundariesforthequalification.

Untilcertificatesareissued,resultsaredeemedtobeprovisional and may be subject to amendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/2GCSE(9–1)inGeographyA (Geographical Themes)’.

GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbeUnclassified(U).Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.

4e. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Enquiries about results – If you are not happy with the outcome of a learner’s results, centres may submit an enquiry about results.

• Missing and incomplete results – This service should be used if an individual subject result for a learner is missing, or the learner has been omittedentirelyfromtheresultssupplied.

• Access to scripts – Centres can request access to marked scripts.


DRAFT

4f. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCRassoonasitisdetected.Detailedinformationonmalpracticecan be found in the JCQ Suspected Malpractice in Examinations and Assessments: Policies and Procedures.

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DRAFT

5 Appendices

5a. Grade descriptors

Ofqualtoconfirm.

5b. Overlapwithotherqualifications

ThereisalargedegreeofoverlapbetweenthecontentofthisspecificationandthatofotherGCSE(9–1)levelQualificationsinGeographyB(GeographyforEnquiringMinds).

5c. Accessibility

Reasonable adjustments and access arrangements allowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessment and show what they know and can do, without changing the demands of the assessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailed informationabouteligibilityforaccessarrangementscan be found in the JCQ Access Arrangements and Reasonable Adjustments.

TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected characteristicasdefinedbytheEqualityAct2010.Allreasonable steps have been taken to minimise any such disadvantage.


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5d. Useofmathematicsandstatisticsingeographyrequirement

The list below outlines the range and extent of mathematicalandstatisticaltechniquesconsideredappropriate to GCSE (9–1) Geography A (Geographical Themes). Examples in italics are to aid understanding and suggest range, and are not compulsory unless statedsowithinthespecificationcontent.

Cartographic skills

• Useandunderstandgradient,contourandspotheight on OS maps and other isoline maps (e.g. weather charts, ocean bathymetric charts)

• Interpretcross-sectionsandtransects

• Useandunderstandcoordinates,scaleand distance

• Describeandinterpretgeo-spatialdatapresented in a GIS framework (e.g. analysis of flood hazard using the interactive maps on the Environment Agency website).

Graphical skills

• Selectandconstructappropriategraphsandcharts to present data, using appropriate scales and including bar charts, pie charts, pictograms, line charts, histograms with equal class intervals

• Interpretandextractinformationfromdifferenttypes of graphs and charts including any of the above and others relevant to the topic (e.g. triangular graphs, radial graphs, wind rose diagrams, proportional symbols)

• Interpretpopulationpyramids,choroplethmaps andflow-linemaps.

Numerical skills

• Demonstrateanunderstandingofnumber,areaandscaleandthequantitativerelationshipsbetween units

• Designfieldworkdatacollectionsheetsandcollect data with an understanding of accuracy, samplesizeandprocedures,controlgroupsandreliability

• Understandandcorrectlyuseproportionandratio,magnitudeandfrequency(e.g. 1:200 flood; and logarithmic scales such as the Richter scale, in orders of magnitude)

• Drawinformedconclusionsfromnumericaldata.

Statisticalskills

• Useappropriatemeasuresofcentraltendency,spreadandcumulativefrequency(e.g. median, mean, range, quartiles and inter-quartile range, mode and modal class)

• Calculatepercentageincreaseordecreaseandunderstandtheuseofpercentiles

• Describerelationshipsinbivariatedata:sketchtrendlinesthroughscatterplots;drawestimatedlinesofbestfit;makepredictions;interpolate and extrapolate trends

• Beabletoidentifyweaknessesinselectivestatisticalpresentationofdata.


5DRAFT

Advancedcountries(AC) Countries which share a number of important economic development characteristicsincludingwell-developedfinancialmarkets,highdegreesoffinancialintermediationanddiversifiedeconomicstructureswithrapidlygrowingservicesectors.‘ACs’areasclassifiedbytheIMF.

Emerginganddevelopingcountries (EDC)

CountrieswhichneithersharealltheeconomicdevelopmentcharacteristicsrequiredtobeadvancedorareeligibleforthePovertyReductionandGrowthTrust.‘EDCs;’areasclassifiedbytheIMF.

Low-incomedevelopingcountries(LIDC)

CountrieswhichareeligibleforthePovertyReductionandGrowthTrust(PRGT)fromtheIMF.‘LIDCs’areasclassifiedbytheIMF.

GeographicalInformationSystem(GIS)

A digital system for capturing, storing, checking and displaying data related topositionsontheEarth’ssurface.GIScanshowmanydifferentkindsofdataononemap,suchasstreets,buildings,andvegetation.Theseadditionallayersenablepeopletomoreeasilysee,analyseandunderstandpatternsandrelationships.

Local scale Alocalscalecanbeeitherlocaltothelearneroranothersmall-scalelocation.

Regional scale A region is an area of land that has common features. These features can beidentifiedbydialect,language,religion,industryoradministrativeboundaries. Features can also be natural such as climate or landscape.

Outline Ageneraldescriptionindicatingtheessentialfeatures.

Summary An account of the key ideas.

Overview Aholisticreview.

Investigate Searchorexaminationintotheparticularsof.

Explore Detailed inquiry into.

5e. Glossaryoftermsfromthespecificationcontent


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5f. Ofqualguidanceonassessmentobjectives

AO1:Demonstrateknowledgeoflocations,places,processes,environmentsanddifferentscales 15%

Interpretationsanddefinitions

• Locations,places,processesandenvironments are aspects of subject content.

• Scalesrelatetolocations,places,processesandenvironments.Thereisnotaspecificdefinedsetofscales, but they should range, as appropriate, from local to global in each set of assessments.

• Wedonotexpecteverysetofassessmentstocovereachaspectofsubjectcontentacrossallscales, or every aspect of subject content at the same scales.

AO2: Demonstrate geographical understanding of:

• Conceptsandhowtheyareusedinrelationtoplaces,environmentsandprocesses

• Theinter-relationshipbetweenplaces,environmentsandprocesses

25%


• Places,environmentsandprocesses are aspects of subject content.

• Theemphasishereisonlearners’understanding.Theapplicationofthatunderstandingisaddressed by AO3.

AO3:Applyknowledgeandunderstandingtointerpret,analyseandevaluategeographicalinformation andissuestomakejudgements 35% (10% applied to fieldwork context(s))


• Interpretmeans describing and ascribing meaning.

• Analysemeansdeconstructinginformationand/orissuestofindconnectionsandprovidelogical chain(s) of reasoning.

• Evaluatemeansappraisingand/orsynthesisinginformationand/orissues.

• Judgementsmeancomingtodecisionsand/orconclusionsbasedonevidence.

• Theemphasishereisonapplication–thisshouldinclude(foreachsetofassessments):

novelsituationsthatarenotclearlyindicatedinthespecification

developingfurthermaterialthatiscoveredinthespecification

makinglinksbetweensuchtypesofmaterial,whicharenotsignalledinthespecification.


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AO4:Select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissues andcommunicatefindings

25% (5% used to respond to fieldwork data and context(s))


• Skill and techniques areaspectsofsubjectcontent.Awardingorganisationsshouldexplaintheirapproachtotargetingthemintheirassessmentstrategy.

• Questionsaregeographicalmattersrequiringresolutionordiscussion.

• Issues mean topics about which there can be debate or discussion.

• Theemphasisinthisassessmentobjectiveshouldbeontheuseofskillsandtechniques–andtheweightingofelement1cshouldreflectthisemphasis.

• Element1dshouldbeassessedincombinationwithoneormoreoftheotherelements.

• Therearedifferentwaysinwhichfindingscanbecommunicated.Thismayincludewrittenresponses or data responses.

• Wedonotexpectindividualtasks/questionstocoveravarietyofskillsandtechniques.

• Wedonotexpectindividualtasks/questionstocoverbothquestionsandissues.


T20001/05

DRAFT

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