Gcse geography



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GCSE Geography

  • Copyright © AQA and its licensors. All rights reserved.
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  • New Specification:
  • Aims, structure and distinctive features
  • Geographical Association Conference:
  • London 10th November 2015

Underlying Principles of the new specification

  • To provide the knowledge, understanding and the skills for further study at A-level and beyond
  • To provide a familiar approach that considers new ideas and developments about changing the nature of geography in the 21st Century
  • To provide a relevant and dynamic Geography course, with an up-to-date content, to raise student achievement
  • To give opportunities for students to undertake individual research and to make use of modern information technologies, including GIS
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Key Features of the specification

  • Balanced understanding of physical, human and environmental geography
  • Thematic approach to the subject, with an emphasis on contemporary issues and future changes
  • Flexibility: centres are free to choose their own exemplars and case study material
  • Choice of optional content in selected themes, including landscapes, ecosystems and use of resources
  • An issues evaluation and decision making exercise, contributing a problem solving element to assessment
  • An assessment structure that is manageable and realistic, with 3 papers totalling 4 hours 15 minutes
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Overview of specification content

  • 1. Living with the Physical Environment
  • 2. Challenges in the Human Environment
  • 3. Geographical Applications
  • Challenge of Natural Hazards:
  • tectonic hazards, tropical storms, extreme weather in the UK, climate change
  • Urban Challenges:
  • Global patterns, two contrasting cities, sustainable urban futures
  • Issue Evaluation: Theme of issue can be selected from any compulsory part of the specification. Based on secondary sources
  • The Living World:
  • Local ecosystems, tropical rainforests, one from hot deserts and cold environments
  • The Changing Economic World: Global patterns, closing the development gap, contrasting studies of economic development
  • Fieldwork: two fieldwork enquiries, contrasting environments, physical and human geography, enquiry process.
  • Physical Landscapes in the UK:
  • Two from coastal, river, glacial landscapes
  • The Challenge of Resource Management:
  • Overview of resources in the UK, global resource security-one from food, water, energy
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Content and skills for Paper/Unit 1 Living with the Physical Environment

  • Natural Hazards - involves the study of tectonic hazards, weather hazards and climate change. Note that there is only one case study of tectonic hazards and that the content is much reduced compared with existing specifications. Climate change focuses on causes and management (mitigation and adaptation).
  • The Living World - focuses on the characteristics of ecosystems at different scales and threats to biodiversity. There is compulsory study of a local ecosystem and tropical rainforests, then a choice between hot deserts and cold environments.
  • Physical Landscapes in the UK - involves the study of 2 different landscapes, the processes of erosion and deposition, and the landforms which result. Human intervention and management of the landscapes are considered. Again the content for each individual landscape is reduced compared with existing courses
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Content and skills for Paper/Unit 2 Challenges in the Human Environment

  • Urban issues and challenges. Involves the study of global trends and patterns, the impacts of rapid urbanisation and the resulting opportunities and challenges in two contrasting cities. Includes sustainable methods of managing urban living. Detailed study of a UK city and one in a LIC/NEE.
  • The changing economic world. Looks at the complexities of measuring development and ways of reducing the development gap. Issues of trading relationships, international aid and the role of TNCs are explored. Detailed study of one named LIC or NEE and a contrasting study of economic futures in the UK and the place of the UK in the wider world
  • The challenges of resource management. Studies the increasing global demand for resources, highlighting stark inequalities. Issues of resource provision in the UK. Resource security in relation to either food, or water or energy-reasons for insecurity, impacts, strategies to increase supply including sustainable solutions.
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Underlying principles AQA’s approach to the new demands

  • Continuity
  • To preserve some of the content of existing units, including some of the most popular.
  • To allow for some flexibility in choice of content within the constraints of the new subject criteria
  • To retain those elements teachers value e.g. framework of key ideas and spec content, clear and manageable case study requirement, standardised mark schemes, thematic approach to the subject, contemporary subject content, investigative approach to fieldwork.
  • Change
  • Specific focus on the geography of the UK
  • Some previously less familiar themes and content will be taught and assessed. Some themes in current specifications will not be included
  • Case studies will need to studied in full national and regional context
  • Much of specification will be compulsory. Less scope for optionality compared with existing specifications.
  • Fieldwork will be assessed in the written examination
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Principal changes made as a result of OFQUAL feedback

  • x of x Version 3.0
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  • Slight changes to content-eg global circulation moved from Living World to Weather Hazards.
  • Reduced numbers of case studies (now 5) and examples (now 12)
  • More emphasis on theory: plate tectonics, atmospheric circulation model, nutrient cycle, DTM, push-pull theory of migration.
  • Increased range of command words in all three examination papers: assess, discuss, evaluate, justify.
  • Issue evaluation is more synoptic, addressing more than one theme
  • Longer booklet (6-8 pages) for pre-release sources (Unit 3).
  • Increased assessment time for Paper 3 (from 1 hour to 1 hour 15 minutes)
  • Greater maths content in Paper 3. Includes dispersion graph and interquartile range.
  • Simplification of rubric for Paper 1. Questions re-ordered.

Overlap with existing AQA Specifications

  • New GCSE
  • Specification A
  • Specification B
  • Challenge of Natural Hazards
  • Restless Earth (partial), Challenge of Weather and Climate (partial)
  • Living with Natural Hazards (partial)
  • The Living World
  • The Living World
  • Challenge of Extreme Environments (partial)
  • Physical landscapes in the UK
  • Water on the Land, Coastal Zone, Ice on the Land (partial)
  • The Coastal Environment
  • Urban Issues and Challenges
  • Changing Urban Environments
  • The Urban Environment
  • The Changing Economic World
  • The Development Gap, Globalisation (partial), aspects of Population Change and Tourism
  • Investigating the Globalisation of Industry
  • The Challenge of Resource Management
  • Energy in the 21st century, Water – a precious resource (partial)
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  • Slide

Case Studies and Examples: Living with the Physical Environment

  • The Challenge of Natural Hazards
  • 1. Tectonic hazard-two contrasting countries-effects and responses (Ex)
  • 2. Tropical storm-effects and responses (Ex)
  • 3. Recent extreme weather event in UK-causes, impacts, management (Ex)
  • The Living World
  • Small scale UK ecosystem (Ex)
  • Tropical rainforest-causes of deforestation, impacts and issues (CS)
  • Hot desert or cold environment: development opportunities and challenges (CS)
  • Physical landscapes in the United Kingdom
  • 1. Section of coastline, river valley, glaciated area-landforms of erosion and deposition (Ex)
  • 2. Coastal management scheme (Ex)
  • Or 3. Flood management scheme (rivers) (Ex)
  • Or 4. Tourism impacts and management (glaciated area) (Ex)
  • 2 case studies and 6 examples required

Case Studies and Examples: Challenges in the Human Environment

  • Urban Issues and Challenges
  • Major city in a LIC or NEE*-causes of growth, opportunities, challenges: social, economic, environmental (CS) urban planning (Ex)
  • Major city in the UK-importance, migration, opportunities, challenges (CS) urban regeneration (Ex)
  • The Changing Economic World
  • 1. Growth of tourism in one LIC or NEE (Ex)
  • 2. One LIC or NEE-economic structure, TNCs, trade, aid, debt (CS)
  • 3. UK economic futures (CS) Industrial sustainability (Ex)
  • The Challenge of Resource Management
  • Large scale agricultural development (Ex)
  • Local scheme to increase sustainable food supplies (Ex)
  • Or 1. Large scale water transfer scheme (Ex)
  • 2. Local scheme to increase water supply (Ex)
  • Or 1. Non renewable energy source (Ex)
  • 2. Local renewable energy scheme (Ex)
  • *LIC=Lower Income Country, NEE-Newly Emerging Economy
  • 4 case studies and 6 examples required
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Geography of the UK

  • The geography of the UK is integrated into the physical and human geography themes studied:
    • The challenge of natural hazards-extreme weather in the UK.
    • Physical landscapes in the United Kingdom-coastal landscapes, river landscapes, glacial landscapes
    • The living world- small scale local ecosystem
    • Urban issues and challenges-major city in the UK
    • Changing economic world- economic futures in the UK
    • Challenge of resource management-overview of food, water and energy resources in the UK
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Specification/Assessment at a glance

  • Unit 1:
  • Living with the Physical Environment
  • 35 %
  • The study of physical processes and patterns
  • Assessment 1 hour 30 minutes
  • 88 marks, including 3 SPAG
  • Unit 2:
  • Challenges in the Human Environment
  • 35 %
  • The study of human geography themes and issues
  • Assessment 1 hour 30 minutes
  • 88 marks including 3 SPAG
  • Unit 3
  • Geographical Applications
  • 30 %*
  • Issue evaluation, based on resource booklet, and fieldwork
  • Assessment 1 hour 15 minutes
  • Candidates answer all questions
  • 76 marks, including 6 SPAG
  • Assessment of fieldwork represents 15% of total assessment.
  • Assessment of maths and statistical skills must be 10% of total assessment
  • Total marks 240 (plus 12 SPAG-5% of total)
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Paper/Unit 1

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Summary of Assessment

  • Unit 1 – Living with the Physical Environment
  • 35% of the assessment
  • 1 hour 30 minutes
  • Candidates answer questions on: 
  • The challenge of natural hazards - tectonic hazards, tropical storms, extreme weather in the UK, climate change (30 marks +3 SPAG)
  • The living world - ecosystems, tropical rainforests, 2 from hot deserts and cold environments (25 marks)
  • Physical landscapes in the United Kingdom - 2 from coastal landscapes, river landscapes, glacial landscapes (30 marks)
  • Question types in each section - multiple choice, short structured questions, cloze exercises, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses
  • Approximately 60 % Levels marked questions. 4 and 6 mark questions are marked at 2 levels of response. Two 9 mark questions are marked at 3 levels of response
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  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.

Higher level command words

  • x of x Version 3.0
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  • For a hot desert environment or cold environment you have studied, to what extent does that environment provide both opportunities and challenges for development?
  • [9 marks]

Features of Paper 1

  • Familiar command words. Hierarchy of terms ranging from give/name/state/identify, complete,… to suggest, outline, compare, describe, explain, evaluate, to what extent, justify and discuss.
  • Wide mix of question types with mark tariffs ranging from 1-9 marks aimed at all levels of ability.
  • Broad coverage of specification content e.g. Question 1 assesses aspects of climate change, extreme weather in the UK, tropical storms, tectonic hazards.
  • Clear emphasis on physical geography processes and features, but every question gives consideration to human interactions and/or responses.
  • Clear direction to use case study information in some extended writing questions. Potential to use case studies and examples elsewhere.
  • Wide range of stimulus materials - 19 Figures comprising photographs, OS maps, world maps, graphs, diagrams. All require some interpretation. No credit for direct lifts.
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Paper/Unit 2

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Summary of Assessment

  • Unit 2 Challenges in the Human Environment
  • 35% of the assessment
  • Candidates answer questions on:
  • Urban issues and challenges (30 marks+ 3 SPAG)
  • The changing economic world (30 marks)
  • The challenge of resource management-general overview, one from food, water and energy (25 marks)
  • Question types in each section - multiple choice, short structured questions, cloze exercises, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses
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  • Slide
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • x of x Version 3.0
  • Copyright © AQA and its licensors. All rights reserved.
  • ‘Transnational corporations (TNCs) only bring advantages to the host country.’
  • Do you agree with this statement? Yes……. No ……..
  • Justify your decision (9 marks)
  • To what extent do urban areas in lower income countries (LICs) or newly emerging economies (NEEs) provide social and economic opportunities for people.
  • [6 marks]

Features of Paper 2

  • Similar command words to Paper 1.
  • Mark tariffs range from 1-9 marks aimed at all levels of ability
  • Assessment covers topical issues such as fracking, water transfer problems, resource insecurity, Fairtrade, urban congestion management
  • Several opportunities to use case study information in extended writing questions. 4 questions will require the use of examples/case studies
  • Wide range of stimulus materials - 15 Figures comprising photographs, OS map, world/UK/Africa maps, graphs, table of statistics, diagrams
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Paper/Unit 3

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Summary of Assessment

  • Unit 3 - Geographical Applications
  • 30% of the assessment
  • Section A - Issue Evaluation
  • Compulsory structured questions on a theme – leading up to an extended writing task based on a pre-release Sources Booklet – to be issued to students in advance.  The theme will arise from the subject content of Units 1 or 2 but may extend beyond it through the use of the resources. The theme could combine human and physical aspects. (34 marks +3 SPAG)
  • Section B - Fieldwork
  • Compulsory questions based on candidates’ enquiry work and the use of fieldwork materials in an unfamiliar context (36 marks +3 SPAG)
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Content and skills for Paper/Unit 3 Geographical Applications

  • Section A Issue Evaluation
  • Assessment is synoptic, requiring students to use their learning across the specification so they can analyse an issue, consider and select proposed solutions and justify choices
  • The issue can be selected from any part of the core specification and can cover more than one topic
  • A resource sheet will be sent to centres 9 weeks prior to the examination in June, so students can become familiar with the source materials
  • A fresh copy of these materials will be issued at the start of the examination
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Issue Evaluation

  • Students learn about an issue, study options to solve it and make a decision. They consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives
  • Resource sheet will consist of a mix of geographical sources such as maps on different scales, photographs, satellite images, factfiles, statistics, graphs, newspaper extracts, quotes from different interest groups
  • Assessment will consist of a series of shorter questions related to the contemporary geographical issue, based on the interpretation of the resources. These lead to a more extended piece of writing (9 marks), involving a decision with some justification.
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Structure of Question Paper 3

  • Length of paper 1 hour 15 minutes
  • % of total marks 30%
  • Number of sections 2
  • Section A 34 marks (plus 3 SPAG) Section B 36 marks (plus 3 SPAG)
  • Question types in each section - multiple choice, short structured questions, completion of graphs, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses
  • All questions compulsory
  • Approximately 65% questions levels marked. One 9 mark question with 3 levels of response
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Paper 3 Section A

  • Issue evaluation theme – Specimen = Development project in Kolkata(from Urban Issues and Challenges). Could be tropical rainforests, weather or tectonic hazards, climate change, development issues, energy resources etc
  • Resource booklet ( pre-release) - maps, tables of statistics, news cuttings, graphs, photos, background to the issue, quotes
  • Sources provided in the examination – details of possible schemes
  • Examination: series of short skills questions (2-3 marks), and more extended writing questions based on sources (6 marks), leading to decision making exercise (9 marks)
  • Assessment Objectives targeted - mainly AO3 and AO4 - showing ability to apply knowledge and understanding in different contexts to analyse, interpret , evaluate and make judgements
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  • Three projects have been suggested to try and improve the quality of life for the urban poor in Kolkata. These are described in Figure 5.
  •  
  • Which of the three projects do you think will increase the quality of life for the urban poor of Kolkata most effectively? Explain why you have reached this decision. (9 marks)

Fieldwork assessment

  • Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise
  • The two enquiries must be carried out in contrasting environments and show an understanding of both physical and human geography
  • In at least one of the enquiries students are expected to show an understanding about the interaction between physical and human geography
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Fieldwork Assessment

  • Students’ understanding of the enquiry process will be assessed by:
  • Questions based on the use of fieldwork materials from an unfamiliar context
  • Questions based on candidates’ individual enquiry work. (For these questions candidates will have to identify the titles of their individual enquiries).
  • Written statement from centres, providing the date, location, numbers of students participating, the main issues/questions investigated during fieldwork, and the relationship of the fieldwork to the specification content
  • There will no longer be Controlled Assessment in GCSE Geography
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  • Copyright © AQA and its licensors. All rights reserved.
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Fieldwork enquiry process

  • Identifying suitable question for geographical enquiry
  • Selecting, measuring and recording data appropriate to the chosen enquiry
  • Selecting appropriate ways of processing and presenting fieldwork data
  • Describing, analysing and explaining fieldwork data
  • Evaluating the geographical enquiry
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Physical geography fieldwork

  • x of x Version 3.0
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  • Topic
  • Posed as a question
  • Posed as a simple hypothesis
  • River landscapes – cross profiles
  • How does the cross profile of the river X change?
  • That the cross profile of the river X changes over distance.
  • River landscapes – bedload
  • How does the bedload of the river X change?
  • That the bedload of the river X will change over distance.
  • Coastal landscapes – longshore drift
  • In which direction is longshore drift operating along the coast at X?
  • That longshore drift is from West-East at X.
  • Coastal landscapes – mass movement
  • How is mass movement affecting the coast at X?
  • That mass movement is a major process affecting the coast at X.
  • Fieldwork options
  • Physical

Human Geography fieldwork

  • x of x Version 3.0
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  • Topic
  • Posed as a question
  • Posed as a simple hypothesis
  • Tourism (in a glaciated area)
  • What are the environmental impacts of tourism at X?
  • That tourism creates environmental impacts at X.
  • Urban change – opportunities
  • What are the recreation opportunities in X?
  • That X provides a range of recreational opportunities for local people.
  • Urban change – challenges
  • What impact is urban sprawl having on the rural-urban fringe?
  • That urban sprawl is having a negative impact on the rural-urban fringe.
  • Economic futures in the UK
  • What benefits have the science/business park at X brought to the local area?
  • That the science/business park at X has brought a wide range of benefits to the local area.
  • Human
  • x of x Version 3.0
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  • Types of
  • Types of fieldwork questions
  • x of x Version 3.0
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Sample fieldwork questions

  • x of x Version 3.0
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  • 1. State the title of your fieldwork enquiry in which physical geography data were collected.
  • Title of fieldwork enquiry:…………………………
  • Explain the advantage(s) of the location(s) used for your fieldwork enquiry.
  • [2 marks]
  • 2. Justify one primary data collection method used in relation to the aim(s) of your physical geography enquiry.
  • [3 marks]
  • Primary data collection method:………………………

Fieldwork issues

  • The enquiries undertaken will be much smaller in scale than current Controlled Assessment. A written submission is not required. Field notes or data will not be permitted in the examination
  • Advice will be available regarding suitability of titles and tasks, locations, methods, techniques of presentation etc.
  • It may be possible to carry out fieldwork in 2 environments that are close to each other e.g. coastal town/urban study (human geography), coastal management (physical geography and human/physical interaction)
  • Enquiries should be based on the specification content.
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Geographical Skills

  • Skills will be assessed in all three written exams. Ordnance Survey maps or other map extracts may be used in any of the three exams.
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Managing and planning the course

  • Curriculum requirements
  • 6 themes (3 physical geography, 3 human geography)
  • Some have slightly more content than others: The Living World and Resource Management are shorter units.
  • Fieldwork planning, data collection and follow up
  • Planning for Issue Evaluation. General skills and scrutiny of pre-release
  • Geographical skills, including maths and statistics. Integrated or separate coverage?
  • Examination practice, revision
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Planning the course

  • Choice of options e.g. 2 out of 3 physical landscapes in the UK; cold environment or hot deserts; food, water or energy?
  • Selection of suitable case studies, especially 2 contrasting cities (urban challenges) and the LIC/NEE (changing economic world)
  • Sequence of units/themes.
    • All physical, then human geography? (or vice versa)
    • Mixture of topics-physical, human, physical etc?
    • Separate coverage of UK themes, then more global issues?
    • Where does fieldwork fit in?
  • Available resources for teaching the course, particularly less familiar aspects e.g. UK geography, resource management, weather hazards.
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AQA ongoing support and resources

  • AQA website
  • e-AQA
  • Secure Key Materials
  • ERA (Enhanced Results Analysis)
  • Training courses
  • Preparing to teach events
  • AQA family of businesses
  • (Exampro, Teach it, Alfie)
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Why choose this course?

  • It gives a balanced coverage of the subject, with equal coverage of physical and human geography
  • The course is topical and contemporary, covering issues of current significance, such as climate change, hazard management, globalisation, urban regeneration and sustainable living
  • Provides sound progression from KS3 and enables progression to further study
  • It encompasses a wide range of locations, places, environments and processes, and provides the basis for an broad understanding of geography
  • We have actively worked with teachers and responded to your needs and preferences when developing this specification
  • Clear in presentation – no hidden agenda – and with a range of support available
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Key features and benefits

  • Flexibility within topics allows centres to select specific content and learning experiences
  • The course encourages a enquiry based approach to learning
  • A decision making exercise based on pre-released sources
  • No Controlled Assessment means there is more time for teaching, less administration and fewer logistical issues. Opportunities for fieldwork are highlighted and encouraged where relevant
  • Specific guidance on the selection of fieldwork tasks will be provided
  • A variety of assessment techniques, ranging from short structured and stimulus/data response questions to extended writing mini essays
  • Examination papers that are targeted at the full range of ability, with opportunities for higher ability candidates to be challenged. Lower ability candidates will also find the questions accessible
  • Copyright © AQA and its licensors. All rights reserved.
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  • Copyright © AQA and its licensors. All rights reserved.
  • Thank you
  • Follow us on Twitter @AQACPD.
  • We are an independent education charity
  • and the largest provider of academic qualifications for all abilities taught in schools and colleges.
  • Our aim is to enable students to realise their potential
  • and provide teachers with the support and resources they need
  • so that they can focus on inspiring learning.
  •  
  •  
  • http://www.aqa.org.uk/
  • stephen.durman7@gmail.com


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