wjec b gcse geography specification 2011 - 2013 (old)

GCSE GEOGRAPHY (B) 1

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Contents

WJEC GCSE in GEOGRAPHY (B)

For Assessment in 2013

Page

Summary of Assessment 2 Introduction 3 Specification Content 7

Scheme of Assessment 20 Awarding and Reporting 24

Administration of Controlled Assessment 25 Grade Descriptions 40

The Wider Curriculum 42


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GEOGRAPHY

SUMMARY OF ASSESSMENT

GEOGRAPHY (B)

SUMMARY OF ASSESSMENT

Unit 1: Challenges and Interactions in Geography (30%) Written Paper: 1 hour (F/H) *66 marks (60 UMS)

Two compulsory structured questions, one from Theme 1 and one from Theme 2, each containing a choice of case study.

Unit 2: Development and Problem Solving Geography (45%) Written Paper: 2 hours (F/H) *94 marks (90 UMS)

Section A One compulsory structured question from Theme 3 containing a choice of case study. Section B A cross-unit problem solving exercise structured in three parts.

Unit 3: Geographical Enquiry (25%) Controlled Assessment 50 marks (50 UMS)

An enquiry based on fieldwork (15%) and an Issue based on research (10%)

*This total includes additional marks for spelling, punctuation and the accurate use of grammar.

AVAILABILITY OF ASSESSMENT AND CERTIFICATION

Entry Code June 2013

Subject Option*

Unit 1 4241 01 or W1 (F)

4241 02 or W2 (H)

Unit 2 4242 01 or W1 (F)

4242 02 or W2 (H)

Unit 3 4243 01 or W1

Subject Award 4240 SA or GU

* Option Codes English Medium 01, Welsh Medium W1 - for units

English Medium SA, Welsh Medium GU - for subject award

Qualification Accreditation Number: 500/4639/1


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GEOGRAPHY (B)

1 INTRODUCTION

1.1 Rationale

This specification builds upon the approaches and strategies of the GCSE Geography B (Avery Hill) specification previously administered jointly by WJEC and OCR. All components are now administered solely by WJEC. The specification builds upon the foundations laid in the earlier Key Stages of the students' geographical education, especially at KS3, and will allow progression into the post-16 phase of education. By the age of 14+ students will have already explored a variety of issues in a geographical context and, in doing so, will have acquired a variety of geographical skills and competences. Students will have developed their understanding of key geographical concepts including:

(a) Place: The physical and human characteristics of specific locations. (b) Space: Where places and landscapes are located and how they are

changing. In addition, they are developing an understanding of the interactions between places.

(c) Scale: They have developed knowledge and understanding at a range of

scales ranging from their local area through to national, international and a global perspective.

(d) Interdependence: They are developing an appreciation about connections

between places and the significance of these connections in relation to social, economic, environmental and political circumstances.

(e) Environmental interaction: They are increasingly aware of the links between

physical and human dimensions and how environmental change is caused. They are also developing an appreciation of the need to ensure that sustainable development is paramount in the future.

(f) Physical and human processes: Their studies will allow them to see how

these processes shape places, landscapes and societies. (g) Cultural understanding and diversity: They are continuing to develop a

deeper understanding of the differences and similarities between people, places, environments and cultures. A key development area is the appreciation of how people’s values and attitudes differ and how this might influence social, environmental, economic and political change.


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The specification builds upon this foundation by ensuring that learning outcomes:

reinforce these key concepts at increasing levels of depth and complexity;

provide opportunities for the study of a rich variety of places at a range of scales and for developing a framework of spatial awareness from the local scale through to the global scale;

ensure that students appreciate the relevance of the subject, to their own world and to the fast changing world around them;

encourage students to develop a personal interest in why geography matters;

develop students’ responsibilities as global citizens and encourage them to recognise how they can play an important part in sustainable development;

encourage and enable students to appreciate the significance of people’s values and attitudes on their perception of the world and their actions within it;

make a contribution to the development of values and attitudes conducive to the elimination of inequalities, including those determined by race and racism, gender and sexism;

include a wide range of opportunities for students to learn about the world around them through fieldwork;

allow for increasing independence in the learning process through the further development of geographical skills, new technologies and the enquiry process;

give students in Wales an opportunity to assist in the delivery of the Curriculum Cymreig.

The overarching philosophy is that the specification provides students with a highly

relevant and exciting programme. It provides a relevant context and philosophy for a

16+ examination in geography by maintaining the essential features of the

Geography (B) approach where teaching, learning and assessment are

interdependent. An issue based, investigative approach to geography is at the core

of each unit. Candidates will further develop their geographical knowledge,

understanding and skills, they will be able to widen and deepen their own views whist

appreciating the complexity and range of views held by others. The emphasis is on

problem solving and enquiry throughout the teaching and learning programme

through to the assessment phase (external examination papers and controlled

assessments).

Teachers using the specification will be supported in a range of ways including:

assistance and advice about the design of the teaching / learning programme;

provision of clear guidance in the development of controlled assessments beyond the tight controls established from the outset;

encouragement of a collaborative approach to curriculum development and resource provision through a programme of meetings and conferences;

fully acquainting teachers (and consequently their students) with good practice in terms of assessment techniques and evaluation processes.

The aim is to use the specification to improve student performance and raise standards generally.


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1.2 Aims and Learning Outcomes

Following a course in GCSE Geography (B) should encourage learners to:

be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study and gain an insight into related sectors. They should prepare learners to make informed decisions about further learning opportunities and career choices.

Learning Outcomes

The specification should enable learners to:

actively engage in the process of geography to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds;

develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world;

develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from local to global;

appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures;

understand the significance of values and attitudes to the development and resolution of issues;

develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive;

develop and apply their learning to the real world through fieldwork and other out of classroom learning;

use geographical skills, appropriate technologies, enquiry and analysis.

1.3 Prior Learning and Progression

Although there is no specific requirement for prior learning, this specification builds upon the revised National Curriculum Programmes of Study for Geography at Foundation and Key Stages 2 and 3. It builds on the skills framework for geographical enquiry, places and themes in the Welsh NC Geography and the conceptual framework in the English NC. The specification encourages the opportunity to develop an enquiry-based continuum in the study of geography through to GCSE examination.

Any candidate, irrespective of gender, ethnic, religious or cultural background, may follow this specification. This specification is not age specific and, as such, provides opportunities for candidates to extend their life-long learning.

1.4 Equality and Fair Assessment

GCSEs often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses.

The revised GCSE qualification and subject criteria have been reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates.


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This review of criteria did not reveal any potential barriers to disabled candidates. If this were the case the situation would be reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people. Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance Relating to Candidates who are eligible for Adjustments in Examinations. This document is available on the JCQ website (www.jcq.org.uk). Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in future.

1.5 Classification Codes

Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 3910. Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables. Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.

http://www.jcq.org.uk/


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2 CONTENT

An issue-based, investigative approach to geography is at the core of each of the

three units and should be adopted for much of the classroom and fieldwork

undertaken. The emphasis is on problem solving and enquiry throughout the

teaching and learning programme through to the assessment phase (external

examination papers and controlled assessments). The specification provides

coverage of physical, environmental and human aspects of the subject and the

linkages that exist between them.

Case studies must take place at a variety of scales in different parts of the world and in different environments. Spatial contexts must include the United Kingdom with, for students in Wales, a focus on Wales and the European Union and countries at varying stages of economic development.

The specification consists of three themes:

Theme 1: Challenges of Living in a Built Environment Theme 2: People and the Natural World Interactions Theme 3: People Work and Development

The three themes are shown in detail on pages 12-19. They are presented in a way designed to help teachers plan their teaching and learning programmes. Each unit is arranged as follows:

Key Ideas Key Questions Content Learning and Research Opportunities

These inform the teacher about the focus of each unit and how it is built up. The terminal examination papers are based upon these Key Ideas and their associated Key Questions

Key Questions break down the Key Ideas into an organisational framework. This presents an enquiry route through which the theme’s Key Ideas might be explored.

This outlines the scale and detail required to provide adequate coverage of the specification.

These are examples of possible learning and research strategies. They are only suggestions which teachers can either ignore or adapt in relation to their own specific needs and those of their candidates providing they effectively target the Key Questions.

The specification gives the teacher the opportunity to select appropriate case studies that illustrate the ideas in the range of spatial contexts and at a variety of scales.

It is essential that the areas to be studied should be carefully chosen so that exemplars are not considered in isolation, but are placed in a context of wider spatial awareness.


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The specification is devised to encourage access to the Key Ideas and associated Key Questions through a relatively small number of case studies explored in a depth appropriate to a 16 year old. The number of Key Ideas to be explored is intended to support both appropriate depth and breadth of geographical coverage.

By the end of the course, candidates will have been given the opportunity to synthesise the ideas and exemplars studied to provide a synoptic view of the geographical world in which they live. While the number and scope of case studies adopted by centres will vary, as will the combinations of Key Ideas being explored through any one case study, it is important that the schemes of work neither sacrifice depth at the expense of breadth nor vice versa. The Content of each unit outlines the requirement for coverage of the Key Ideas. To ensure that centres create schemes of work wholly appropriate to the study of this specification, each centre is advised to complete an areal coverage matrix for each theme prior to embarking on the course. This will assist the department in devising appropriate schemes of work. It should ensure that, not only are the principles described above observed, but also that coverage is appropriate to the demands of the examination. Sample completed matrices, in addition to a rationale for their completion, may be found in the Teachers’ Guide.

Skills and techniques incorporated in the specification In developing an understanding of the ideas outlined in the specification, the candidate will be engaged in activities which involve the application of skills, especially enquiry skills. The specification requires the assessment of the candidate’s ability to:

identify, analyse and evaluate relevant geographical questions and issues;

establish appropriate sequences of investigation incorporating geographical skills, including enquiry skills;

extract and interpret information from a range of different sources, including field observations, maps (including Ordnance Survey maps of different scales), graphs, drawings, photographs (ground, aerial and satellite imagery), diagrams and tables;

describe, analyse and interpret evidence, make decisions, draw and justify conclusions and communicate findings in ways appropriate to the task audience;

evaluate methods of collecting, presenting and analysing evidence, and the validity and limitations of evidence and conclusions.

In undertaking geographical work, the candidate calls upon a range of these skills. In detail, there are intellectual skills such as the understanding and interpretation of data, the analysis of statements and reports, the ability to develop judgements and formulate conclusions. There is the skill of communication whether it is by written text, diagram, oral discussion or some form of visual media. There are also skills of a social nature which can be encouraged and facilitated by group activities.


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However, maps are an essential resource for the geographer, and candidates are expected to be able to use maps drawn from a number of sources, including those:

(a) at a variety of scales, from world maps that appear in atlases and overseas maps, to detailed local plans;

(b) from the Ordnance Survey, the Meteorological Office, the media and travel

companies;

(c) for a range of purposes, including land use, weather forecasting, route finding and publicity;

(d) using a range of different techniques, including topographic maps,

choropleth, isopleth and symbol maps. It is particularly important that candidates are given the opportunity during the course to use maps in practical contexts, especially those which they will come across in their daily lives.

Candidates will be expected to use and interpret a variety of maps and to be

able to draw sketch maps.

In addition, the specification emphasises and provides opportunities for the acquisition and use, in a variety of contexts, of cross-curricular skills and key skills such as communication, the application of number and information and communication technology. These will allow candidates to harmonise, where appropriate, this specification with their work in vocational subjects. Geography is an ideal subject in which students are able to demonstrate the use of ICT in a relevant and useful way, and it is desirable that the following ICT skills are integrated into the teaching and learning of the specification, where appropriate: (it should be noted that these skills are not necessarily discrete, and a combination could be used within the context of one activity):

(i) communicating information: e.g. word processing and using a computer to

draw bar graphs; (ii) information processing: e.g. the use of a computer database or spreadsheet

to analyse fieldwork results;

(iii) simulation: e.g. the use of a computer programme to simulate a situation such as the effect of population growth, or the movement of people into a city;

(iv) remote sensing: e.g. the use of an electronic probe to measure temperature;

using a live weather satellite image.


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In the Table below, a framework is provided which may be a useful reference tool in ensuring that candidates are engaged in a range of activities in their work.

Skills Related techniques

Reference skills - ability to make use of a variety of sources for obtaining information.

- data collection through fieldwork; - data collection from audio-visual materials, books, journals,

reports, maps at various scales, statistical data and graphs.

Communication skills - ability to present information in a clear and appropriate way through written and oral communication.

- transformation of data: into graphs (line, histogram, pie, star, radial, triangular, scatter);

maps (sketch; choropleth; isopleth; topological); - through speech and writing; - landscape sketching; - audio-visual materials.

Interpretative skills - ability to give meaning to data.

Interpretation of data: - graphs (line, histogram, pie, radial, triangular, scatter, star) - maps - (a) OS (at scales 1:50 000, 1:25 000, 1:10 000, 1:2 500) and/or

overseas maps of a similar scale; (b) simple weather and geological maps; (d) media maps e.g. those found in newspapers; (e) location maps; (f) route maps and plans e.g. road maps; (g) publicity maps e.g. those produced by an Enterprise

Zone; (h) satellite images. The maps (b) to (g) above, might use a range of different techniques such as sketch maps, topological maps, choropleth maps, isopleth maps; - analysis of documentary evidence, e.g. old maps,

photographs (including satellite), advertisements, questionnaires.

ICT - the use of ICT to produce or enhance geographical analysis and enquiry, e.g. data analysis and the use of spread sheets; GIS;

- the analysis and evaluation of ICT generated data and materials, e.g. in Paper 2 - satellite photographs.

Evaluative skills - ability to analyse critically and interpret evidence and to formulate conclusions.

- role play exercises/games; - problem-solving exercises; - discussion.

Problem-solving skills - the ability to enquire, to think clearly, critically and constructively and make decisions based on evidence.

- research and investigation; geographical enquiry - application of understanding to new situations.

The candidate's ability to use the techniques and resources shown in bold may be assessed in the terminal examination.


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THEME 1: CHALLENGES OF LIVING IN A BUILT ENVIRONMENT


(Refer to page 7)

Living in Residential Places

1. Quality of life and standard of living.

1.1 How is quality of life different from standard of living?

1.2 How does quality of life and standard of

living vary in urban and rural areas?

Contrasting investigations into quality of life and standard of living in contrasting urban areas in UK/EU/other MEDC with LEDC towns or cities.

Research indicators of standard of living and quality of life in contrasting countries.

Use images (photographs/video/Internet) to identify features of contrasting urban and rural places that affect quality of life.

2. Within contrasting residential places there are inequalities in housing.

2.1 How and where are different types of housing provided?

2.2 What opportunities and constraints

determine access to housing? 2.3 How and why do these opportunities and

constraints lead to social patterns in where people live?

2.4 What issues arise from the inequalities?

Contrasting investigations into patterns of housing types in rural and urban areas and influences on these of the mechanics influencing house prices and ways in which different groups of people (determined by, for example, age, gender, socio-economic status) experience different housing opportunities.

Focus on identifying different types of housing in a ‘local’ area. Employ individual or small group research involving a variety of techniques, for example fieldwork, GIS, Internet (local live, blogs/websites), Census data, newspapers, estate agent details. Explore social and pricing patterns.

Compare with a contrasting area.

3. Within contrasting residential places there are inequalities in service provision.

3.1 What is meant by access to services? 3.2 How are different services distributed in

urban and rural areas? 3.3 How and why does access to services in

urban and rural areas vary between different groups of people?

Contrasting investigations into the distribution and variation of service provision and the ways in which such provision is changing. The study should consider access to service for different groups of people living in different housing areas. Access includes such variables as distance, time, cost, safety and accessibility for the physically disabled.

Set up a study of service provision, for example retail, transport, leisure in an area local to the school and compare this with a contrasting urban and rural area to explore access to service provision in differing urban and rural areas to different groups of people.

Explore Key Ideas 1, 2 and 3 through two contrasting case studies.

Use Aegis 3 for linking fieldwork (land-use mapping) to OS maps.

Use Goad maps to compare and add data to explore processes and functions within the CBD.


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(Refer to page 7)

Changing the residential environment

4. Changing housing and service provision and its impacts.

4.1 What changes are taking place in housing and service provision?

4.2 Why are these changes taking place? 4.3 How and why might these changes

benefit or disadvantage groups of people?

4.4 How might these changes affect local

built and natural environments?

See ‘3’ above. Use of maps to compare past and present provision.

Explore the roles of government at different scales, pressure groups and individuals in current changes through the use of the wider media.

Investigation into the use of greenbelt and brownfield sites.

Survey by questionnaire how different groups might be affected in both a positive and negative way by these changes.

5. Planning issues in urban and rural environments.

5.1 Who is involved in planning decisions in residential places?

5.2 How and why do conflicts occur? 5.3 Why do some people have more power

than others to influence planning decisions?

5.4 How might sustainable residential

places be planned?

Investigation of a planning issue involving change in housing and/or service provision in contrasting built areas. Consider the plans, planning process and conflicts.

Involve local residents and local planning officers and developers in planning issues relevant to your local area.

Use GIS to investigate the impact of planning issues.

Use Google Earth to facilitate sense of place when investigating planning issues beyond the local area.

Use Ordnance Survey GIS Zone to investigate the impacts of Wind Farms on a rural landscape.

Urban- Rural Interaction

6. Urbanisation and counter-urbanisation.

6.1 Where and why are people migrating into urban and rural areas?

6.2 What are the impacts on the areas of

origin and destination? Who gains? Who loses?

6.3 How might such future population

change be managed in a sustainable way?

Contrasting investigations of rural/urban and urban/rural migrations. within the UK/EU/other MEDC and LEDC contexts.

Establish e-links with a secondary school in a contrasting area/country to share findings.

Use the Internet to explore neighbourhood statistics to identify past changes and to make predictions for the future.

Evaluate the sustainability of current situations and explore how future population change may be managed in a sustainable way.

7. Problems of leisure in rural areas.

7.1 Why do urban dwellers seek increased access to rural areas? What conflicts arise?

7.2 How has technology increased access

to rural areas? 7.3 How can rural environments under

pressure from visitors be managed to ensure a sustainable environmental and social future?

An investigation of conflict at the local scale related to the opportunities for urban-rural interaction on a temporary basis and ways in which management attempts to balance change and sustainability.

Use the school Intranet to survey weekend access of families with students at the school to accessible AONB and the purpose of such visits.

Use GIS to predict possible future patterns.

Use the Internet to explore the role of national and regional agencies, for example the Environment Commission and National Parks Authorities, and NGOs to examine conflicts and ways in which pressure can be managed in a sustainable way.


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THEME 2: PEOPLE AND THE NATURAL WORLD INTERACTIONS


(Refer to page 7)

Weather And Climate Influences

1. Contrasting pressure systems and people.

1.1 What causes contrasting types of pressure systems in different parts of the world?

1.2 How does contrasting pressure

in the atmosphere lead to variations in weather and climate?

1.3 To what extent are people’s

activities and quality of life influenced by weather and climate?

Investigation into how and why pressure systems affect the UK and a contrasting part of the world. What weather do they bring and why? How does the weather they bring affect the quality of life and responses of communities at different stages of economic development?

Contrast the climate and prevalent weather systems affecting the area of the school with those in a different part of the world. Use local weather forecasting websites and webcams to draw out the similarities and differences and the reasons for them.

2 Water supply. 2.1 How does the hydrological cycle link components operating within the hydrosphere?

2.2 What are the main sources of

fresh water? 2.3 How does the provision of a

sustainable supply of water vary in different areas of the world?

An investigation of the hydrosphere including a comparison of precipitation and hydrograph relationships. A comparative investigation of drinking water sources and supply within the context of regions or countries at different stages of economic development.

Use the Internet to access the Human Development Report to identify the percentage of different countries’ access to a reliable clean water supply. Produce a choropleth map of the results.

Explore water provision in two contrasting countries identified from the map with reference to country and NGO websites.

3. Water deficit.

3.1 How can a lack of rainfall and/or water deficit cause drought and desertification?

3.2 What effect do these have on

human activity? 3.3 How can drought and

desertification be managed?

An investigation of drought and desertification at the local, regional or national scale and both large and small scale technologies to manage the situation.

Link this exploration to Key Questions 1.1 and 1.3. Use computer-driven simulations showing desertification of, for example, in the Sahel to introduce this theme. Explore in the form of a cross-unit problem solving activity complete with matrix and final problem-solving task.


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(Refer to page 7)

The Hydrosphere

4. Water surplus.

4.1 How can an excess of rainfall and/or water surplus cause hazards for people?

4.2 What effect does this have on

human activity? 4.3 How can flooding be managed

both in the short and long term?

An investigation of a hazard resulting from a water surplus at the local, regional or national scale and both large and small scale attempts to manage the situation.

Use the Environment Agency website as a convenient starting point through which the students use postcodes to explore the risk of flooding of their school, home and other parts of the local area.

Explore a recent flooding of a local area through newspaper and other media reports.

Compare prevention and protection responses to flooding in the local area with those in a contrasting area.

Use Ordnance Survey GIS Zone to explore flood damage control.

5. Interdependence.

5.1 How might long and short-term international co-operation improve future responses to the drought and flood risks?

An investigation of international co-operation/lack of co-operation (schemes/aid) in relation to both drought and flood.

Investigate through a planning exercise in which two or more countries rely on a common water source.

6. Landform development.

6.1 How do geomorphological processes contribute to the development of distinctive landforms?

6.2 What landforms are produced?

An investigation of geomorphological processes of erosion, transport and deposition and their contribution to the creation of river and coastal landforms.

Use one of a number of computer packages that allow the students to model change.


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(Refer to page 7)

Landform Interactions (must be studied with specific reference to rivers and coasts)

7. Landforms and people.

7.1 In what ways do natural processes and their landforms affect human activity?

7.2 In what ways does human

activity affect natural processes and their landforms?

7.3 How and why do conflicts arise

from the use of landforms? 7.4 How might conflicting interests

be managed to ensure a sustainable short and longer term future for the landform?

Investigations of the impact of both river and coastal landforms on the activities of people and the impact of people on such landforms. Investigation of a management issue relating to each of river and coastal landforms, the conflicts that accompany such issues, and attempts to ensure a sustainable future.

Use one of the various simulations that exist relating to, for example, the effect of human activity on receding coasts.

Use fieldwork as the basis of this exploration to investigate 7.1 & 7.3 followed by exploration of 7.3 & 7.4 in class. This is another area that lends itself to whole class debate and to testing through a cross-unit examination item.

Explore this Key Idea through case studies examining both river and coastal processes and their associated landforms.

Use the developing Digital Layered Maps from MasterMap to explore landscapes.


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THEME 3: PEOPLE, WORK AND DEVELOPMENT


(Refer to page 7)

DEVELOPMENT AND INTERDEPENDENCE

1. Employment structures and opportunities.

1.1 How and why do patterns of employment structure vary between regions and countries and over time?

1.2 How might changing

technology affect employment structures and opportunities?

A comparative investigation of recent changes in employment structures of regions/countries at different stages of economic development and the reasons for these changes.

Examine variations in employment structures between (UK) regions using Census data.

Compare employment structures in a rich and a poor country using the World Bank database.

Research ways in which Internet links, satellite communications, mechanisation and aviation have and will affect employment structures and opportunities in a rich country and an NIC. Take the opportunity to explore both positive and negative effects and the students’ own opinions.

2. Development.

2.1 What is meant by human development?

2.2 What are the advantages and

disadvantages of using economic indicators as measures of development?

2.3 How and why are countries at

different stages of human development identified?

2.4 How helpful in the 21

st century

is dividing the world into Less and More Economically Developed Countries?

A critical consideration of ‘economic’ as just one aspect of human development. Consideration of the use of traditional economic divisions of the world and their validity as compared with other human development indicators, such as adult literacy, life expectancy and suffrage.

Use the Internet to research local and international indicators of development.

Through group work examine the advantages and disadvantages of quantitative data (GNP, education, health, gender, equality etc.) as against qualitative judgements to measure development.

Study two contrasting countries using various indicators and other sources of information to compare their economic, social, and cultural well-being and the reasons for contrast that exist.

Use a choropleth map to divide the world into different income groups to see how appropriate the current method of dividing the world into less and more economically developed countries is. Further investigate criteria that are not easily measured as income groups. Extend this to explore 2.2 by using HDI derived from the Internet.

3. World interdependence.

3.1 How are countries interdependent?

3.2 How has changing technology

contributed to an interdependent world?

3.3 How do such links create

advantages and disadvantages?

An investigation of ways in which life in one country is dependent on its links with others globally and the advanced communication that make this possible. The resultant changes in employment opportunities and quality of life resulting from this interdependence.

Brainstorm ideas to see how flows of people, ideas, money and goods are making an increasingly global web that links people and places from distant areas together e.g. international migration, trade, business, culture and technology (such as internet, mobile phones, satellite and aviation).

Set up a comparative study of interdependence between the UK and other countries e.g. rich / poor country or NIC. Examine both negative and positive effects in terms of such factors as HDI indicators and changed employment patterns.


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(Refer to page 7)

4. International trade and aid.

4.1 How do international trade and aid operate?

4.2 How effective are current

international trade and aid systems in narrowing the economic gap between countries?

4.3. How might different trade and

aid systems create a more sustainable global economic system?

An investigation of two contrasting countries involved with each other in respect of both trade and aid. To explore alternatives to traditional trade and aid aimed at redressing global inequalities and setting up more sustainable structures.

Use a local survey to research international trade e.g. food / products in the home and their country of origin. Extend this to a local survey of various aid campaigns through media advertising and local activities related to people helping those less fortunate in poorer countries.

Use one of the trading games to examine current international trading practices e.g. free trade, trading blocs. Follow this up by exploring a country and its trade and the effects on development of different forms of aid on that country.

Conduct an internet investigation of how long term aid projects and fair trade schemes may help create a fairer and more sustainable global economic system.

Economic Activity

5. The location of economic activities.

5.1 Who makes decisions about the present and future location of economic activities?

5.2 What factors influence

decisions about where to locate different economic activities?

5.3 How and why have the

locations of different activities changed?

An investigation of two industries taken from two of the sectors, primary, secondary and tertiary, to demonstrate both local/regional and international aspects of economic activity.

Focus on one economic activity in the local or regional area using fieldwork (primary data collection), O.S. maps, GIS and the Internet. Explore the decision–making process and impacts, both positive and negative on the area and its people.

Conduct a similar study of a multi–national company in a contrasting economic area using GIS and the Internet. The two studies to explore the roles of national and multi – national companies and local/national planning agencies in the decision making process.

6. Multinational companies (MNCs) and globalisation.

6.1 How do MNCs affect patterns of work and development?

6.2 How do these companies

cause positive and negative multiplier effects?

An investigation of one MNC to explore economic and social effects of its involvement in regions/countries at different stages of economic development.

Use the same MNC as above with an emphasis on its worldwide presence and how decisions made by MNCs affect the areas in which they are involved.


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(Refer to page 7)

Economic Activity and a Sustainable World

7. Economic activity and ecosystems.

7.1 How can economic activity lead to changes in the structure, processes and stability of ecosystems?

7.2 What conflicts arise from these

changes both within and beyond the ecosystem?

7.3 How might ecosystems be better

managed in a sustainable way?

Investigations of the structure, function and influence of people / organisations on contrasting ecosystems at different scales. A consideration of how conflicts arise from tensions between the desire to create wealth and job opportunities and the need to protect ecosystems. How ecosystems can be managed to reduce conflict and ensure a sustainable future

Use an ecosystem local to the school, offering the possibility of fieldwork, or choose from a variety of scales and locations.

After an introduction to the effects of human activity on the chosen ecosystem use a debate to explore the views of different groups of people in relation to the issue and its sustainable exploitation. Presentation of results by an individual activity using, for example, a newspaper front page, Photo Story or two leaflets and an accompanying commentary.

Explore a contrasting ecosystem.

Use Digital Maps to enhance environmental field exercises in locations such as Studland Bay.

8. Economic activity and climate change.

8.1 How might economic activity influence climate change?

8.2 What are the social, economic

and environmental consequences of climate change?

8.3 What steps can be taken to

reduce the consequences of climate change to ensure a sustainable future?

An investigation focussing on how economic activity has resulted in climate change. An exploration of the consequences of climate change for people at different stages of economic development. A consideration of how governments and other organisations might tackle the causes and consequences of climate change. Much of this may be explored with reference to Key Ideas 1, 3 and 4 in Theme 2.

Review contrasting models to explore the extent and debate surrounding the contribution made by economic activity to climate change.

Conduct a web enquiry to see the impact of, and investigate the consequences of, climate change for people at different scales and different stages of economic development. Create a Photo Story, video or audio presentation to show and explain these contrasts. Topics investigated might be sea level rise or changing agricultural practices.

Conduct a class debate to ascertain how far individuals / governments and other organisations can adopt effective actions and policies to reduce the causes and consequences of climate change.


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3 ASSESSMENT

3.1 Scheme of Assessment

Assessment for GCSE Geography (B) is tiered, i.e. externally assessed components/ are targeted at the grade ranges of A*-D (Higher Tier) and C-G (Foundation Tier), while controlled assessments cater for the full range of ability. Questions and tasks will be designed to enable candidates to demonstrate what they know, understand and can do. A candidate may enter for one tier only at any particular examination sitting:

Tier Grades Available

Higher A*, A, B, C, D

Foundation C, D, E, F, G

Candidates who narrowly fail to achieve Grade D on the Higher Tier will be awarded Grade E. The scheme of assessment will consist of:

Terminal examination

This is a unitised specification that allows for an element of staged assessment. Unit 1 may be taken as staged assessment; Units 2 and 3 must be taken at the end of the course to meet the requirement for at least 40% terminal assessment. All units may be taken at the end of the course if wished.

The scheme of assessment will consist of:

75% external assessment through two written papers, and an internal controlled assessment component of 25%. The papers are divided on a basis of content. Unit 1 assesses Theme 1 and Theme 2 in the specification. Unit 2 assesses Theme 3 and the cross-unit problem solving exercise. Each paper has two tiers. Unit 1 (30%) Higher Tier targeting grades A*-D 1 hour Foundation Tier targeting grades C-G 1 hour Unit 2 (45%) Higher Tier targeting grades A*-D 2 hours Foundation Tier targeting grades C-G 2 hours


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Two main types of question will be used in the terminal examinations; they are derived from the techniques used in classwork and fieldwork, and will allow candidates to demonstrate mastery of the assessment objectives underlying the specification. These are:

(i) questions which refer to data based upon examples drawn from the 'real

world', e.g. OS map exercises, satellite images, ICT generated resources;

(ii) questions in which the candidates will be required to illustrate answers with examples they have studied. These 'case study' questions will be at the end of each of the two questions in Paper 1 and Section A in Paper 2. They will be worth the highest sub-section marks on each question. Candidates may be asked to draw compulsory sketch-maps and/or diagrams to gain full marks.

Unit 1: Foundation Tier and Higher Tier - 1 hour: 30% of total marks. These are papers consisting of two compulsory stepped questions, one from Themes 1 and 2. They are resource-based papers through which candidates will be required to demonstrate their geographical skills and a knowledge and understanding of the Key Ideas and Questions of each of Themes 1 and 2. There will be a choice within the last part of each question where candidates are required to answer questions based on an appropriate 'case study'. Unit 2: Foundation Tier and Higher Tier - 2 hours: 45% of total marks. These papers will consist of two sections: Section A will be a compulsory stepped question from Theme 3. This question will be resource-based through which candidates will be required to demonstrate their geographical skills and a knowledge and understanding of the Key Ideas and Questions of Theme 3. There will be a choice within the last part of the question where candidates are required to answer questions based on an appropriate 'case study'. Section B will be set within the context of a problem-solving exercise based upon a cross-unit geographical issue. Through an investigation of resources, candidates will be introduced to the place and issue and options for the future development of the place in question. They will then be required to solve the problem and justify their chosen solution. All papers will be examined through the medium of a question/answer booklet. Controlled Assessment

Controlled Tasks equate to 25% of the assessment.

Candidates must undertake two separate tasks:

A Geographical Enquiry worth 15%. This is a research task based on fieldwork and supportive secondary data. This task will be called ‘The Geographical Enquiry’. The mode of presentation will be an illustrated report.

A second task, worth 10%, is based on an issue which explores differing

geographical viewpoints and perspectives. This task will be called ‘The Issue’. The mode of presentation may be chosen by the candidate but it should make different demands to the illustrated report of the enquiry. For example, it could be a newspaper article, a PowerPoint presentation, a Photo Story, essay or oral presentation or the use of GIS.


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3.2 Assessment Objectives

Candidates will be required to demonstrate their ability to:

Assessment Objectives

%

weighting

AO1

Recall, select, and communicate their knowledge and understanding of places, environments and concepts

33%

AO2

Apply their knowledge and understanding in familiar and unfamiliar contexts

37%

AO3

Select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues

30%

The weighting of assessment objectives across examination components is as follows:

COMPONENT AO1 AO2 AO3 Total

01 Unit 1 (F) 10% 13% 7% 30%

02 Unit 1 (H) 10% 13% 7% 30%

03 Unit 2 (F) 14% 18% 13% 45%

04 Unit 2 (H) 14% 18% 13% 45%

05 Controlled Assessment

5% 4% 6% 25%

4% 2% 4%

Total Weighting

33

37

30

100%


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3.3 Quality of Written Communication For components involving extended writing i.e. in all three components, candidates

will be assessed on the quality of their written communication within the overall assessment of that component.

Mark schemes include the following specific criteria for the assessment of written communication:

legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning;

selection of a form and style of writing appropriate to purpose and to complexity of subject matter;

organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

From 2013, additional raw marks will be added to Units 1 and 2 to reward candidates' ability to spell, punctuate and use grammar accurately, in accordance with Appendix A of Regulations for the Assessment of the Quality of Written Communication. These additional marks do not affect the weighting of assessment objectives as outlined in Section 3.2.


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4 AWARDING, REPORTING AND RE-SITTING

GCSE qualifications are reported on an eight point scale from A* to G, where A* is

the highest grade. The attainment of pupils who do not succeed in reaching the lowest possible standard to achieve a grade is recorded as U (unclassified), and they do not receive a certificate.

This is a unitised specification that allows for an element of staged assessment.

Units which may be taken in this way are identified clearly in the Scheme of Assessment and may be re-taken once only (with the better result counting) before aggregation for this subject award. Results for a unit have a shelf life limited only by the shelf life of the specification.

Individual unit results for the overall subject award will be expressed as a uniform mark on a scale common to all GCSE qualifications (see table below). The grade equivalence will be reported as a lower case letter (a*) to (g) on results slips but not on certificate.

MAX UMS

A* A B C D E F G

UNIT 1 (weighting

30%) 60 54 48 42 36 30 24 18 12

UNIT 2 (weighting

45%) 90 81 72 63 54 45 36 27 18

UNIT 3 (weighting

25%) 50 45 40 35 30 25 20 15 10

GCSE Qualification

200 180 160 140 120 100 80 60 40


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5 ADMINISTRATION OF CONTROLLED ASSESSMENT

Candidates must complete two tasks selected from those provided by WJEC and contextualised to best suit their centre-specific circumstances including location and availability and access to resources. All documentation (CAB1, 2, 3) relating to the marking of the Controlled Assessment will be available on the WJEC website with the submission date. Each task should be marked separately but with an aggregate total out of 50. Each task will be teacher assessed and subject to external moderation. The following criteria should be observed:

AO1

Recall, select, and communicate their knowledge and understanding of places, environments and concepts

Task 1 - 5% Task 2 - 4%

AO2

Apply their knowledge and understanding in familiar and unfamiliar contexts

Task 1 - 4% Task 2 - 2%

AO3

Select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues

Task 1 - 6% Task 2 - 4%

LEVELS OF CONTROL The criteria and terminology for controlled assessment, as stipulated by the regulatory authorities, are common across all awarding bodies and all new GCSE specifications in Geography. Controlled assessment in GCSE Geography (B) is split into three stages:

task setting

task taking

task marking

For each stage, the regulatory authorities have specified a certain level of control to ensure that the conditions under which the tasks are set, carried out and marked are robust and consistent between centres and Awarding Bodies. These controls will ensure that the assessment is valid, reliable and authenticated with a high degree of confidence.


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TASK SETTING A high level of control is specified for both tasks

The WJEC will publish a range of tasks which are comparable in nature.

The list of approved tasks will be published annually.

Centres must not use the same task in consecutive years.

From the range of tasks provided, centres will select one Geographical Enquiry and one Issue. Six alternatives will be available for both the Enquiry and for the Issue.

The WJEC will publish a 'Teachers' Guide to Controlled Assessment' to exemplify how to develop the Enquiry and the Issue into appropriate tasks. This will be enhanced through the INSET programme delivered annually.

A Controlled Assessment Adviser, appointed by the WJEC, will advise centres on the development of the chosen tasks within the parameters stated in the specification.

The tasks will be developed to ensure that centres contextualise each one to best suit their centre-specific circumstances, for example, location, staff expertise and resource provision.

The tasks may be undertaken at any time in the learning programme, but both tasks must be concluded before the commencement of the external moderation process, (see below).

TASK TAKING There are two phases of task taking. (A) Research /data collection

A limited level of control is specified for both tasks.

(B) Analysis and evaluation A high level of control is specified for both tasks.

(A) Research/data collection

Research is carried out under limited control.

Authenticity control.

The research work/data collection must be supervised by the teacher who can seek guidance from the Adviser regarding the appropriate sources of research that are applicable for the investigation chosen. Teachers must keep a detailed log of any general advice given to all candidates. The nature of any additional advice, both oral and written, given to individual candidates should be dated and logged. It is sometimes necessary for the teacher to provide some research material to all pupils. This is because gaining access to such material may be problematic for students and/or organisations do not wish to be inundated with multiple requests for the same information. In these instances the teacher must record and keep examples of any pieces of research material that are given to all pupils.


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Feedback control

Teachers can comment on the research work being undertaken by candidates e.g. on the nature and suitability of the research methodology a candidate has chosen to adopt or the suitability of a questionnaire for primary research.

Any support, both oral and written, given to candidates should be dated and logged. It should indicate clearly the exact nature of the advice. In some cases it may be minimal and merely give candidates a steer in the right direction in other cases it may be detailed and need to be borne in mind when making the final assessment.

Time control

The total time allocated to this element of the controlled assessment is specified below in relation to the two tasks. This time span is designed to accommodate the needs of those candidates who need extra time due to, for example, learning difficulties.

Collaboration control

The work of the individual may be informed by working with others e.g. in constructing a questionnaire and gathering evidence but candidates must provide an individual response.

Resources control

Candidates' access to resources is determined by those available to the centre and can include secondary research methods such as use of the internet, journals, books, material from relevant organisations and by means of primary fieldwork.

(B) Analysis and evaluation

Overall this aspect has a high level of control.

Authenticity control

Candidates complete all work under direct formal supervision and bring research material as specified for the tasks below. This material must be included with the final piece of work.

Candidates can complete the work in hand-written form or by using ICT. If the work is word-processed the spell checker must be switched off.

Feedback control

During the completion of the controlled assessment, teachers are allowed to communicate with candidates to clarify issues, but not to offer suggestions or solutions. Teachers can give help regarding technical issues.

Time control

The evaluation and communication of findings are specified below for the two tasks.

Candidates with specific learning difficulties can be given extra time as defined in 'Access Arrangements, Reasonable Adjustments and Special Consideration General and Vocational Qualifications!.


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Collaboration control

Candidates must complete all work independently.

Resource control

Research material is limited to that outlined in Authenticity Control.

TASK MARKING A medium level of control is specified for both tasks.

Teachers mark the task using the marking criteria on pages 30-32 and 35-36.

The awarding body externally moderates the marks using a random sample, consistent with Code of Practice requirements.

GUIDELINES FOR CONTROLLED ASSESSMENT The Tasks

(a) The Geographical Enquiry (15% of the controlled assessment)

The WJEC will publish the list of tasks at least two years ahead of the external examination date. The tasks offered will cover all three themes.

Centres will select the task from the list provided. The themes selected should address different Key Questions to those that underpin the Issue selected by the centre (see below).

Centres may discuss with the Controlled Assessment Adviser how the task can be contextualised to best suit the candidates within the centre.

The Adviser may offer advice on how the contextualised work meets all of the criteria in the specification, including choice of field location, tasks carried out to obtain primary data, secondary data to be used and the time taken on the research phase.

To ensure that tasks are comparable in nature and that candidates have the opportunity to use and apply the skills outlined in the 'GCSE controlled assessment regulations for Geography' (January 2008), a route of enquiry should be followed.

The task will be couched in the form of a hypothesis. Candidates will need to follow the route of enquiry to ensure access to all parts of the mark scheme. Differentiation will be achieved as candidates develop the hypothesis through their own organising questions.

A common mark scheme will be used for assessment purposes. This will ensure that the task meets all of the assessment objectives relating to Knowledge and Understanding, Application and Skills.

The analysis and evaluation phase should take no more than 8 hours to complete and the teacher will ensure that a high level of control is maintained through supervision.


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The Route of Enquiry

The work produced by candidates should reflect the route of enquiry below.

Research/data collection phase - Allow up to one day for fieldwork and a further 5 hours

An introduction to the place being studied and an outline of the organising

questions to be used to shape the Enquiry.

An appreciation of the wider geographical questions and issues that exist, surrounding the hypothesis being studied

A brief summary of the enquiry sequence up to the point of analysis and evaluation

Processing/refining of data

-------------------------------------------------------------------------------------------------------------------------

Analysis and evaluation phase - up to 8 hours

The further selection and refinement of data leading to analysis/interpretation of data

Reaching conclusions

An evaluation of the work undertaken, including an appreciation of the wider geographical questions posed.

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In preparing candidates for the analysis and evaluation phase, teachers should provide guidance on how the mark scheme will be applied. In advance of undertaking the enquiry, candidates should recognise that they:

need to show their knowledge and understanding (AO 1) of the place and the key ideas that underpin the enquiry. They should be able to select, recall and communicate knowledge relating to linked geographical concepts and theories using specialised geographical terms.

need to apply (AO 2) their knowledge and understanding of the place and issue being studied to their wider geographical studies. Moreover, they should be able to ask geographical questions relating to the enquiry statement and consider future developments.

need to be able to show a range of geographical skills (AO 3): such as:

selecting and processing data using a range of techniques which may include utilising graphical skills, annotating photographs and / or sketches, utilising illustrations, mapping, refining material gained from ICT sources;

describing, analysing and interpreting evidence before reaching conclusions related to the central enquiry question and to the wider geographical questions being considered;

evaluating the methods of collecting, presenting and analysing evidence, and the validity and limitations of the evidence and conclusions;

presenting the enquiry in a logical sequence and using effective communication skills.

The assessment objectives are reflected in the prescribed mark scheme:

Mark Scheme for the Geographical Enquiry

Level Mark Descriptor

Knowledge and Understanding (AO 1)

4 10 – 12 The candidate is able to recall a wide range of specific detail relating to the hypothesis and uses relevant specialised geographical terms accurately. Understanding is evident throughout as the candidate is able to draw detailed conclusions that are fully consistent with the evidence presented.

3 7 – 9 The candidate is able to recall a range of specific details relating to the hypothesis and uses specialised geographical terms as appropriate. Understanding is evident as the candidate is able to reach sound conclusions that are consistent with the evidence presented.

2 4 – 6 The candidate is able to recall specific details relating to the hypothesis and occasionally uses geographical terms to show this understanding. Understanding is evident as the candidate is able to reach a conclusion that is supported by the evidence presented.

1 1 – 3 The candidate is able to recall some facts related to the hypothesis. The candidate presents a mainly descriptive account where conclusions are missing or rarely presented.

0 No evidence is submitted or the response is insufficient to meet the descriptor for Level 1.


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Application (AO 2) 3 5 – 6 The candidate is able to apply their knowledge and

understanding of the Enquiry to their wider geographical study in relation to geographical ideas, concepts and theories and to other locations. They are able to contextualise the findings of the Enquiry in relation to wider geographical questions.

2 3 – 4 The candidate is able to apply their knowledge and

understanding of the Enquiry to some aspects of their wider geographical study, perhaps in relation to geographical ideas and concepts. They may be able to contextualise the findings of the Enquiry and ask wider geographical questions.

1 1 – 2 The candidate is able to apply some of the Enquiry to their

wider geographical study. 0 No evidence is submitted or the response is insufficient to

meet the descriptor for Level 1. Skills (AO 3) 4 10 – 12 Across all phases of the Enquiry, candidates are able to utilise

a wide range of entirely appropriate techniques to collect, record, select, process, refine and present primary and secondary data. The work shows an entirely logical sequence throughout the research phase and through the analysis phase. Linkage between graphical and textual material is immaculate. The candidate is able to show sophistication when evaluating methods of primary and secondary data collection and when presenting and analysing the evidence. Moreover, they are able to comment on the validity and limitations of conclusions. Communication skills are highly developed, the text is legible and meaningful and the candidates can spell, punctuate and use the rules of grammar with almost faultless accuracy.

3 7 – 9 Across the Enquiry, candidates are able to use a wide range of

techniques to collect, record, select, process, refine and present primary and secondary data. The work has a logical sequence and there is effective linkage between textual and graphical material. Effective evaluation of the research phase (including the collection of primary data) is evident. Candidates are able to comment on the validity of conclusions. Communication skills are well developed, the text is legible and conveys meaning and the candidates can spell, punctuate and use the rules of grammar with accuracy.

2 4 – 6 Candidates are able to use a range of techniques to present

their work. Some primary and secondary data is used. The work has a logical sequence and some attempt is made to link textual and graphical material. Some attempt at evaluation has been made, including evaluation of the primary data collection phase. Effective communication skills ensure that the work conveys meaning and that candidates are able to show competence in spelling, punctuation and grammar.


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1 1 – 3 Candidates use a range of techniques to present their work but the information may be presented without a logical sequence or structure. A limited amount of primary or secondary data is used. Links between textual and graphical materials are tenuous. Communication skills ensure that some meaning can be ascertained, but there are significant weaknesses in spelling, punctuation and grammar.

0 No evidence is submitted or the response is insufficient to

meet the descriptor for Level 1. The Prescribed Tasks

For the examination, centres should select one Enquiry. The titles are listed below. Please refer to the Teachers' Guide for further information.

♦ Quality of life varies within the built environment.

♦ The diversity and range of service provision is variable.

♦ Not all coastal management schemes are effective.

♦ Not all river management schemes are effective.

♦ Strategies to manage tourism are more effective in some areas than others.

♦ Sites vary in their potential for new economic development.


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The Enquiry - Summary

Task setting (High Level of Control)

The teacher selects the task from the options available. The teacher customises the task with regard to:

location

resources and techniques used in primary data collection (fieldwork)

secondary resources available

defining organising questions Ideas / refinements may be sent to the Controlled Assessment Adviser who acts as a critical friend.

Research/data collection phase (Limited Level of Control)

The teacher shares the assessment criteria and the route of enquiry with the candidates. The Enquiry is undertaken. Allow up to one day for fieldwork and a further 5 hours. The teacher, working with the candidates, consolidates the data collected. The teacher monitors and keeps a record of the data / material gathered in this phase. He / she adjudicates on the materials that the candidates may carry forward to the next phase, where a high level of control exists (Form CAB 1).

Analysis and Evaluation Phase (High Level of Control)

The candidates begin the write-up (8 hours maximum) under controlled conditions. No teacher input, beyond guidance over the use of time, is allowed. Differentiation is facilitated by candidates shaping their write-up around the route of enquiry and selected organising questions. Candidates use primary data / consolidated data and secondary resources to complete the task.

Marking and Moderation (Medium Level of Control)

The teacher marks the work using the prescribed mark scheme. Internal moderation takes place where more than one teacher is assessing the cohort. Samples of work are sent to an external moderator as designated by WJEC. Once all marks are submitted on-line the name and address of the moderators can be accessed on-line and the work sent after 10 March.


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(b) The Issue (10% of the controlled assessment)

The WJEC will publish the list of tasks annually.

Centres will select one task from the list provided. The task selected should address different Key Questions to those which underpin the Enquiry.

Centres may discuss with the Controlled Assessment Adviser how the task can be contextualised to best suit the candidates in the centre. This includes the options for the mode of presentation to be used by candidates, the appropriateness of the secondary resources to be used (and primary resources if appropriate) and the time requirement in the research and write-up phase.

To ensure that the tasks are comparable in nature, the framework for delivering the task should be used. This will also ensure that candidates use and apply the skills outlined in the 'GCSE controlled assessment, regulations for Geography' (January 2008).

The task will be based around a controversy and / or issue where differing opinions and / or geographical perspectives are held. Candidates will need to follow the framework to ensure access to all parts of the mark scheme.

A common mark scheme will be used for assessment purposes. This will ensure that the task meets all of the assessment objectives relating to Knowledge and Understanding, Application and Skills.

The research phase should take no more than 5 hours to complete.

The analysis and evaluation phase should take no more than 5 hours to complete and the teacher will ensure that a high level of control is maintained through supervision.

The Framework for the Issue

An introduction to the place and issue

The views of people on one side of the argument and why they hold those views

The views of people on the other side of the argument and why they hold those views

The candidates own, justified views

In preparing candidates for the analysis and evaluation phase (where individual work is produced, no guidance beyond time management is given, and a high level of supervision is maintained), teachers should provide guidance on how the mark scheme will be applied. In advance of undertaking the enquiry, candidates should recognise that they:

need to show their knowledge and understanding (AO 1) of the place and the

key reasons why the issue is controversial, prompting a range of views. They should be able to select, recall and communicate knowledge relating to geographical concepts and theories related to the issue, using specialised geographical terms.


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need to apply (AO 2) their knowledge and understanding of the place and issue. A key factor will be the need to articulate differing viewpoints and why those viewpoints are held. The candidates own views must be present and the reasons why they hold those views. The candidate may offer a resolution to the controversy.

should be able to show a range of geographical skills (AO 3) such as the ability to:

select and process source material using a range of techniques, which may include utilising graphical skills, annotating photographs, utilising illustrations, mapping, refining material gained from ICT sources, operating GIS to explore variables;

select an appropriate mode of communication which is particularly suited to presenting all sides of the issue / controversy;

weigh up the relative merits of differing opinions before shaping their own;

deliver the issue in a logical way, using effective communication skills, including GIS.

The assessment objectives are reflected in the prescribed mark scheme:

Mark Scheme for the Issue

Level Mark Descriptor

Knowledge and Understanding (AO 1)

3 5 – 6 The candidate is able to recall a wide range of specific detail relating to the issue and to the location being studied. He / she uses relevant, specialised geographical terms accurately. Understanding is evident as the candidate is able to articulate, in some detail, why the issue is controversial.

2 3 - 4 The candidate is able to recall specific facts relating to the issue and to the location being studied. He / she is able to use some geographical terms appropriately. Understanding is evident as the candidate is able to explain why the issue is controversial.

1 1 – 2 The candidate is able to recall some facts relating to the issue. Understanding is evident in that the candidate is aware that the issue is controversial.


Application (AO 2)

3 5 – 6 The candidate is able to articulate and explain why differing views are held across a number of groups and / or individuals involved. The candidates’ own views on the issue are explained and justified. At the highest level, the candidate offers a realistic resolution to the issue.

2 3 – 4 The candidate is able to report differing views on the issue, although an explanation of why those views are held may be limited. The candidates’ own reasoned view is given.

1 1 – 2 Differing views on the issue are reported and the candidate offers his / her own view on the issue.



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Skills (AO 3) 3 6 – 8 The candidate utilises a wide range of entirely appropriate

techniques to collect and record (where fieldwork is involved), select, process, refine and present geographical data. Linkage between graphical and textual (and oral evidence where appropriate), is immaculate. Communication skills are highly developed, not least in the ability of the candidate to weigh up the evidence available and present a logical argument. The mode of presentation selected by the candidate is entirely appropriate and fit for purpose.

2 3 – 5 The candidate uses a range of appropriate techniques to

collect and record (where fieldwork is involved), select, process, refine and present geographical data. Linkage between textual, graphical (and where appropriate oral evidence), is sound. Communication skills are utilised to ensure that a logical progression through the issue is evident. The mode of presentation selected by the candidate is appropriate.

1 1 – 2 The candidate selects, presents and communicates some

material that is relevant to the issue. There may be little progression or linkage in the work. Communication skills are utilised to ensure that some meaning is conveyed.

0 No evidence is submitted or the response is insufficient to

meet the descriptor for Level 1.

For the examination, centres should select one issue. The titles are listed below. Please refer to the Teachers' Guide for further information.

♦ A planning issue in an urban area. ♦ A planning issue in a rural area. ♦ An issue concerning water management (flooding and / or water supply). ♦ An issue concerning coastal management (protection measures or tourist

impact). ♦ An issue concerning economic activity and how it may impact on the environment ♦ An issue concerning a change in employment opportunities in a specified area.


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The Issue - Summary

Task setting (High Level of Control)

The teacher selects the task from the options available. The teacher customises the task with regard to:

the specific location to be studied

the source materials to be used

ideas for the mode of presentation

The teacher may send ideas / refinements to the Controlled Assessment Adviser who acts as a critical friend.

Research phase (Limited Level of Control)

The teacher shares the assessment criteria and the 'framework for the issue', with the candidates. Research is undertaken - allow up to 5 hours (and include fieldwork if appropriate - allow up to one day). Candidates select and process data. Candidates discuss their preferred mode of presentation with the teacher. The teacher monitors and keeps a record of the data / material gathered in this phase. He / she adjudicates on the materials that the candidates may carry forward to the next phase, where a high level of control exists (Form CAB 2).

Analysis and Evaluation Phase (High Level of Control)

The candidates begin to devise their presentation (5 hours maximum), under controlled conditions. No teacher input, beyond guidance over the use of time, is allowed. Differentiation is facilitated by candidates shaping their presentation around the framework provided, their selection of secondary (and possibly primary data) and through the mode of presentation selected. Candidates interpret the secondary data (and primary data for some) available to them.

Marking and Moderation (Medium Level of Control)

The teacher marks the work using the prescribed mark scheme. Internal moderation takes place where more than one teacher is assessing the cohort and/or where different modes of presentation. Samples of work are sent to an external moderator as designated by WJEC. Once all marks are submitted on-line the name and address of the moderators can be accessed on-line and the work sent after 10 March.


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Annotation of Controlled Assessment Candidate work submitted for moderation must be annotated. This may be achieved by: (i) summative comments on the Controlled Assessment cover sheets (CAB2

and CAB3 available on WJEC website); (ii) annotation of the candidates' Controlled Assessment tasks i.e. in the margin

or in the text. This should be brief and to the point. Attention should be drawn where candidates provide evidence of attaining a certain level of performance in relation to the assessment objectives or where there are clear errors (e.g. errors of fact, interpretation, definition and theory) and where the work is irrelevant.

Annotation is to help the moderator understand more fully how the teacher has arrived at the mark awarded to the candidate. Internal Moderation of Controlled Assessment Centres must ensure that careful moderation is carried out where more than one teacher is responsible for the marking of the Controlled Assessment. This is necessary to ensure uniformity of standards within a centre. Where internal moderation is necessary the teacher assuming overall responsibility for this process should provide a written outline of the procedures that have been adopted for the external moderator. External Moderation of Controlled Assessment The moderation of teacher assessment will be provided by inspection of the controlled assessment by WJEC tasks in the published Examinations Timetable. Instructions for the administration of internally-assessed work are given in the WJEC Internal Assessment Manual. As a result of the moderation, the marks of candidates may be adjusted to bring the centre's marks into line with the national standard. If required, the moderator will ask for additional samples of work and if necessary, the work of all candidates may be called for and externally moderated regardless of entry numbers. In this case, all of the Controlled Assessments will be posted to the moderator. It would still assist the moderation process considerably if the final marks of all the candidates are submitted to the moderator on the CAA1 form in rank order. It is only if this is done that the moderator can be fully aware of the full impact of any scaling. In the event of concern over the awarding procedures, the normal appeals process will apply.


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Authentication Please note it is a requirement of the regulators that all forms are signed. Candidates will be required to confirm in writing, with any exceptions stated, that the work has been completed unaided. This will be achieved by signing the Controlled Assessment cover sheet CAB2 and CAB3. Teachers will be required to confirm in writing that, to the best of their knowledge, all the work submitted for moderation, with any exceptions stated, is the candidate's own unaided work. This will be achieved by signing the composite mark sheet (CAB1) and the Controlled Assessment cover sheets (CAB2 and CAB3). Full details of any assistance given to particular candidates which is beyond that given to the teaching group as a whole should be indicated on CAB2 and CAB3 and this should be taken into account when assessing the Controlled Assessment. Recording of Controlled Assessment Marks Form CAB1 will be used for recording marks to be sent to the moderator at a date to be specified by WJEC. Candidates should be listed in rank order and should only be those as selected by the WJEC on-line mark system. The tasks collectively must be marked out of 50.

Submission of Controlled Assessment The following should be submitted:

• copies of the tasks; • general notes of guidance given to candidates; • a list of resource materials given to candidates; • the composite mark sheet (CAB1); • the Controlled Assessment in soft covered binders or folders with the

coversheets (CAB2 and CAB3) placed at the front.

Material that candidates may have acquired in their research such as multiple copies of questionnaires and pre-printed material from organisations should not be submitted. Return of Controlled Assessment The moderator will return work to centres when the moderation process is complete. A sample of work will be sent to the Chief Moderator and may be retained for use at Awarding or INSET or as exemplar material. Retention of Controlled Assessment Centres need to retain the Controlled Assessments until the end of November following the Summer Examination.


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6 GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content specified by the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of candidates’ performance in the assessment may be balanced by better performances in others. Grade A Candidates recall, select and communicate detailed knowledge and thorough understanding of places, environments, concepts and locations at a range of scales. They use geographical terminology accurately and appropriately. They apply appropriate knowledge and understanding of a wide range of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They recognise and understand complex relationships between people and the environment, identifying and evaluating current problems and issues, and making perceptive and informed geographical decisions. They understand how these can contribute to a future that is sustainable. They select, evaluate and use effectively a wide range of relevant skills and appropriate techniques and technologies. They identify relevant questions and issues and establish appropriate sequences to undertake investigations independently. They collect and record accurately a range of appropriate evidence from a wide range of sources, including fieldwork. They analyse and interpret information and critically evaluate its validity. They reflect on the limitations of evidence, detecting and responding to bias to make informed and reasoned judgements to present substantiated and appropriate conclusions. Grade C Candidates recall, select and communicate knowledge and understanding of places, environments, concepts and locations across different scales. They use geographical terminology appropriately. They apply their knowledge and understanding of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They understand relationships between people and the environment, identifying and explaining different problems and issues and making geographical decisions that are supported by reasons, including sustainable approaches. They select and use a variety of skills, and appropriate techniques and technologies to identify questions and issues to undertake investigations. They collect and record appropriate evidence from different sources, including fieldwork. They analyse and interpret evidence and recognise some of the limitations of evidence to reach plausible conclusions.


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Grade F Candidates recall, select and communicate knowledge and some limited aspects of understanding about places, environments and concepts at more than one scale. They communicate their ideas using everyday language. They apply their understanding of some simple physical and human processes and patterns in different contexts. They recognise simple relationships between people and the environment. They identify problems and issues and make decisions informed by simple reasons and evidence. They use skills and a limited number of techniques and technologies to undertake an investigation. They collect and record a limited selection of evidence from some sources, including fieldwork. They interpret evidence to reach some basic conclusions.


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7 THE WIDER CURRICULUM

There are many opportunities throughout the specification for the development of cross-curricular dimensions.

Key Skills Key Skills are integral to the study of GCSE Geography (B) and may be assessed

through the course content and the related scheme of assessment as defined in the specification. The following key skills can be developed through this specification at levels 1 and 2:

Communication

Problem Solving

Information and Communication Technology

Working with Others

Improving Own Learning and Performance

Mapping of opportunities for the development of these skills against Key Skills evidence requirement is provided in 'Exemplification of Key Skills for Geography (B)', available on WJEC website

Opportunities for use of technology This specification provides opportunities for candidates to use ICT to gain access to additional information sources, and assist in handling, presenting and analysing geographical evidence. The opportunities range from the classroom, where candidates can access electronic archives, search for and use appropriate websites for libraries, museum government agencies, to the examination context where the controlled assessment tasks can be based upon, utilise and be presented through ICT.

Spiritual, Moral, Ethical, Social and Cultural Issues Geography is a subject that requires candidates to examine the actions of people

and thereby poses issues about their perspectives, motivation and reactions. Through the study of contemporary societies candidates will have opportunities to reflect on a range of spiritual, moral, ethical, social and cultural issues.

Accordingly, the specification provides a framework and includes specific content

through which individuals may address these issues. The controlled assessment may serve to extend understanding of the issues in order that a balanced appreciation of the conflicts and dilemmas involved may be encouraged. For example, in Theme 2, issues of sustainability allow students to address and explore the ethical issue of individual and group responsibility and to express their personal views.


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Examples of development opportunity:

Ethical/Moral Issue Internal assessment of classwork that supports evidence of achievement

Reach an ethical judgement and express personal views.

Theme 2, Key Idea 3: When candidates are explaining why the impact of human activity on ecosystems needs careful management they can explore the ethical implications of sustainability and form an opinion of its merits. Theme 3, Key Idea 2: When addressing the issue of what 'development' means, candidates can investigate, at a range of scales, and make informed ethical judgements about the relationships between MEDCs and LEDCs.

Citizenship The specification offers a range of opportunities for students to develop citizenship

knowledge, skills and understanding. These opportunities are especially evident in the content of this specification with its emphasis upon inter-dependence at a range of scales, including the global, planning issues, quality of life, and the delicate inter-relationship between people and their environment. For example, evidence of achievement will be generated by classwork that looks at local or regional differences in development and, in the process, considers the challenge of sustainability and the concept of inter-dependence.

Examples of development opportunity:

Citizenship Internal assessment of classwork that supports evidence of achievement

Study the wider issues and challenges of global interdependence and responsibility, including sustainable development.

Applicable to all themes but especially Theme 1, Key Ideas 5 and 6; Theme 2, Key Idea 3; Theme 3, Key Idea 7. When candidates are explaining the differences in contrasting regions within or between countries, they can explore the challenge of sustainability and the concept of interdependence.


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Environmental Issues Environmental education: the issues of sustainable and inter-dependent

development, which are at the heart of the specification, are major foundations on which environmental education is built. Actions in one place have ramifications (often unpredictable) in others, and candidates need to be aware of the breadth and depth of unintended consequences of actions, as well as the implications of drawing too narrow a boundary around notions of costs and benefits.

Health and Safety Consideration The issues of comparative education and of comparative understandings of health,

form a significant focus for views about how different people view their world. Different understandings of health care and changes in health care will arise in Theme 3, in particular, and will provide important foci for case studies and perhaps, for project work.

The European Dimension Through their study of geography candidates will strengthen and broaden their

awareness of the factors that bring together the peoples and countries of Europe. The above approach conforms with the aspirations expressed in the 1998

Resolutions of the Council of the European Community and the Ministers of Education meeting within the Council, concerning the European dimension in education and environmental education, particularly those intended at the level of member states.

Curriculum Cymreig

For candidates in Wales, the specification provides, through selected examples, an opportunity to assist in the delivery of the Curriculum Cymreig, by developing and applying knowledge and understanding of the cultural, economic, environmental and linguistic characteristics of Wales within the strands of geographical enquiry and skills, places and themes. This approach, supported by a range of illustrative content, allows the possibility of developing a 'Welsh Theme' that will facilitate a distinct contribution to the Curriculum Cymreig.

GCSE Geography Specification B for assessment in 2013/ED 2 February 2012

wjec b gcse geography specification 2011 - 2013 (old)

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