CCEA GCSE Speciﬁcation in Geography

GCSE

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 3910

Version 3: 15 June 2017

CCEA GCSE Specification in

Geography

Version3:15June2017

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

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2 Specification at a Glance

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3 Subject Content 7 3.1 Geographicalconcepts 73.2 Integrationofskillsandtechniques 73.3 Useofcasestudies/placesforillustrationpurposesonly 83.4 Unit1:UnderstandingOurNaturalWorld 93.5 Unit2:LivinginOurWorld 183.6

Unit3:Fieldwork 25

4 Scheme of Assessment 27 4.1 Assessmentopportunities 274.2 Assessmentobjectives 274.3 Assessmentobjectiveweightings 274.4 Qualityofwrittencommunication 284.5 Reportingandgrading

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5 Grade Descriptions

29

6 Guidance on External Assessment 31 6.1 Unit1:UnderstandingOurNaturalWorld 316.2 Unit2:LivinginOurWorld 316.3 Unit3:Fieldwork

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7 Curriculum Objectives 33 7.1 Cross-CurricularSkillsatKeyStage4 337.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 36 8.1 Support 368.2 Examinationentries 368.3 Equalityandinclusion 368.4 Contactdetails 37 Summary of Changes since First Issue

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Version3:15June2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

SubjectCodeQAN

3910603/1080/7

ACCEAPublication©2017

CCEAGCSEGeographyfromSeptember2017

Version3:15June2017 3

1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinGeography.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk



1.1 Aims Thisspecificationaimstoencouragestudentsto:

• followabroad,coherentandworthwhilecourseofstudy;• activelyengageinstudyinggeographytodevelopaseffectiveandindependentlearnersandascriticalthinkerswithenquiringminds;

• developtheirknowledgeandunderstandingofgeographicalconceptsandappreciatehowtheseconceptsaffectourchangingworld;

• recognisethedifferencesandsimilaritiesbetweenpeople’sviewsoftheworld,anditsenvironments,societiesandcultures;

• developtheirresponsibilitiesasglobalcitizensandrecognisehowtheycancontributetoafuturethatissustainableandinclusive;

• developandapplytheirlearningtotherealworldthroughfieldworkandotherlearningoutsidetheclassroom;and

• gainconfidenceinmakinginformeddecisionsaboutfurtherlearningopportunitiesandcareerchoices.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Fieldworkisassessedthroughanexternalexaminationsupportedbyprimarydatacollection.

• Thereisonetierofentryforallstudents.• Itprovidesasoundbasisforfurtherstudyofgeography,forexampleASandAlevelGeography.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis3910.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.



2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Unit1:UnderstandingOurNaturalWorldThemeA:RiverEnvironments(25%)ThemeB:CoastalEnvironments(25%)ThemeC:OurChangingWeatherandClimate(25%)ThemeD:TheRestlessEarth(25%)

Externalwrittenexamination1hour30minsTheexaminationincludesfourmulti-partquestions,oneoneachtheme.Studentsanswerallfourquestions.

40% Summerfrom2018

Unit2:LivinginOurWorldThemeA:PopulationandMigration(25%)ThemeB:ChangingUrbanAreas(25%)ThemeC:ContrastsinWorldDevelopment(25%)ThemeD:ManagingOurEnvironment(25%)

Externalwrittenexamination1hour30minsTheexaminationincludesfourmulti-partquestions,oneoneachtheme.Studentsanswerallfourquestions.

40% Summerfrom2018



Content

Assessment

Weightings

Availability

Unit3:Fieldwork

Externalwrittenexamination1hourStudentsbasetheiranswersontheirknowledgeandexperienceoffieldwork.Studentsmustbringafieldworkstatementandtableofdataintotheexamination.Formoredetails,seeSection6.3.

20% Summerfrom2019

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.



3 Subject Content Wehavedividedthiscourseintothreeunits.Thissectionsetsoutthecontentandlearningoutcomesforeachunit.3.1 Geographical concepts Studentsmustunderstandandapplythefollowingconcepts:

• interrelationshipsbetweenpeopleandthenaturalenvironment;• theneedtomanagebothphysicalandhumanresources;• interdependencebetweencountries;• internationalco-operationtotackleglobalissues;and• sustainabledevelopment. 3.2 Integration of skills and techniques Teachersshouldintegratethefollowingskillsandtechniqueslistedbelowintotheirteachingofthethemes.Map skills Studentsshoulduseavarietyofmaps,includingthosegeneratedbygeographicinformationsystems(GIS),todeveloptheirmapskills.Theyshouldbeableto:

• readmapsandusethefollowing:– letterandnumberco-ordinates;– four-figureandsix-figuregridreferences;– latitudeandlongitude;and– theeightpointsofthecompass;

• identifyfeaturesonaplanormapbyusingsymbolsandakey;• drawsimplesketchmapsthatarenottoscale;• demonstrateknowledgeandunderstandingofscalebymeasuringarea,straightlinedistancesandcurvedlinedistances;

• demonstrateknowledgeandunderstandingofhowreliefisrepresentedonOrdnanceSurvey(OS)maps(1:50,000);

• identifymajorrelieffeaturesonmaps;• relatecross-sectionaldrawingstorelieffeatures;• constructandinterpretmapstoshowdistributions,densitiesandflows;• analysetheinterrelationshipbetweenphysicalandhumanfactorsonmaps;• identify,describe,analyseandinterpretpatternsonmaps,including:– synopticcharts;– satelliteimages;and– aerialphotographs;and

• establishassociationsbetweenpatternsobservedonthematicmaps.



Data processing Studentsshouldbeableto:

• analyseandinterpretawiderangeofsecondarysources,includingcensusdata(pleasenotethatcensusdataisacceptableasprimaryorsecondarydata);

• identifygeographicalquestionsandissues;• establishappropriatesequencesofinvestigation;• useavarietyofmethods,includingICT-basedresourcessuchastheinternetandGIS,todothefollowing:– identifyandcollectevidencefromprimaryandsecondarysources;– prepareandpresentfindings,incorporatingtext,tables,bargraphs,pictographs,linegraphs,frequencydiagrams,piecharts,scattergraphs,maps,annotatedfieldsketchesand/orsketchmaps;and

– investigatepatternsinandrelationshipsbetweenvariables,forexampleusingspreadsheets,andusingGISpackagestolinkdigitaldatatomappatterns;

• analyseandinterpretawiderangeofevidence,makedecisions,anddrawandjustifyconclusions;and

• evaluatemethodsofcollecting,presentingandanalysingevidence,aswellasthevalidityandlimitationsoftheevidenceandconclusions.

3.3 Use of case studies/places for illustration purposes only Teachersselectappropriatecasestudymaterialtoexemplifythelearningoutcomes.Whereanexampleofacasestudyisgiveninthelearningoutcomes,studentsarenotexpectedtohavebeentaughttheparticularexamplegiven.Theyshouldbeabletoillustratetheiranswerwithdetailedfactsandfiguresforanappropriatecasestudyoftheirchoice.Insomeinstances,adetailedcasestudyisnotrequired;however,thelearningoutcomesareenhancedbyreferencetoplacesforillustrationpurposesonly.Forexample,inUnit2ThemeC,studentsshouldbeableto:

• demonstrateunderstandingoffairtradeandtheadvantagesitbringstoLEDCs(withreferencetoplacesforillustrationpurposesonly).

So,studentsshouldbeawareoftheadvantagesoffairtradeingeneralandtheyshouldbeabletorefertosomelesseconomicallydevelopedcountries(LEDCs)toillustratethis.Theyarenotexpectedtoknowspecificdetailsabouttheadvantagestothesecountries.



3.4 Unit 1: Understanding Our Natural World Thisunithasfourthemescoveringphysicalgeographicalprocessesandsystems,andhumaninteractionwiththem.Studentsinvestigatefluvialenvironments,coastalenvironments,theprocessesthatshapeourweather,andtheforcesthatcreateearthquakesandvolcanicactivity.Assessmentforthisunitisawrittenexaminationthatincludesbothshortresponsequestionsandextendedwritingquestions.Formoredetails,seeSection6. Theme A: River Environments Thisthemeexploresriverfeaturesandtheprocessesleadingtotheirformation.Studentsinvestigatethecausesoffloodingandevaluatearivermanagementstrategy,referringtotheprinciplesofsustainability.KeygeographicaltermsWatercycle,drainagebasin,precipitation,interception,surfacerunoff/overlandflow,infiltration,throughflow,percolation,groundwaterflow,evapotranspiration,watershed,source,tributary,confluence,rivermouth;gradient,depth,width,load,riverdischarge;erosion,attrition,abrasion/corrasion,hydraulicaction,solution/corrosion;transportation,solution,suspension,saltation,traction;deposition;riverlandforms,waterfall,meander,slip-offslope,rivercliff,floodplain,levees;flooding,rivermanagementstrategy,hardengineeringmethods(dams,floodwalls,levees,embankments,straighteninganddeepeningtheriver),softengineeringmethods(washlands,landusezoning,afforestation).

Content

LearningOutcomes

Thedrainagebasin:acomponentofthewatercycle

Studentsshouldbeableto:

• demonstrateknowledgeandunderstandingofthefollowingelementsofthedrainagebasinandtheirinterrelationships:– inputs(precipitation);– stores(interceptionbyvegetation);– transfers(surfacerunoff/overlandflow,infiltration,throughflow,percolationandgroundwaterflow);and

– outputs(riverdischargeandevapotranspiration).



Content

LearningOutcomes

Thedrainagebasin:acomponentofthewatercycle(cont.)


• identifyanddefinethefollowingcharacteristicsofadrainagebasin:– watershed;– source;– tributary;– confluence;and– rivermouth;

• demonstrateknowledgeandunderstandingofhowgradient,depth,width,dischargeandloadchangealongthelongprofileofariveranditsvalley;

Riverprocessesandlandforms

• demonstrateknowledgeandunderstandingofthefollowingprocesses:– erosion(attrition,abrasion/corrasion,hydraulicactionandsolution/corrosion);

– transportation(solution,suspension,saltationandtraction);and

– deposition;

• explain(withreferencetoplacesforillustrationpurposesonly)theformationofthefollowingriverlandformsusingannotatedcross-sectionaldiagrams:– waterfall;– meander,includingslip-offslopeandrivercliff;and– floodplainandlevees;

• interpretaerialphotographsandOSmapstoidentifyriverlandformsandlanduses;

Sustainablemanagementofrivers

• demonstrateknowledgeandunderstandingofthephysicalandhumancausesoffloodinginthecontextofonecasestudyfromtheBritishIsles(forexampleSomersetLevels,2014);and

• recognisetheimpactsoffloodingon:– people(lossoflife,propertyandinsurancecover);and– theenvironment(pollutionanddestructionofwildlifehabitats).



Content

LearningOutcomes

Sustainablemanagementofrivers(cont.)


• demonstrateknowledgeofthefollowingfloodmanagementmethods:– hardengineering(dams,floodwalls,levees,embankments,andstraighteninganddeepeningtheriver);and

– softengineering(washlands,landusezoningandafforestation);and

• investigateonecasestudyofariveroutsidetheBritishIsles(forexampletheMississippi)andevaluatetherivermanagementstrategyused,referringtotheprinciplesofsustainability.



Theme B: Coastal Environments Inthistheme,studentsexplorecoastallandformsandtheprocessesleadingtotheirformation.Studentsinvestigatetheneedforcoastaldefencesandevaluatehardandsoftcoastalmanagementmethods.Studentsalsoevaluateacoastalmanagementstrategy,referringtotheprinciplesofsustainability.KeygeographicaltermsWave(constructive,destructive),erosion,attrition,abrasion/corrasion,hydraulicaction,solution/corrosion;transportation,longshoredrift;deposition;coastallandforms,headland,cliff,wavecutplatform,cave,arch,stack,beach(sandybeach,shinglebeach),spit,hookedspit;coastaldefences,hardengineeringmethods(seawalls,groynes,gabions),softengineeringmethods(beachnourishment,managedretreat),coastalmanagementstrategy.

Content

LearningOutcomes

Coastalprocessesandlandforms


• demonstrateunderstandingthatthedynamicnatureofthecoastisduetoconstructiveanddestructivewaves;

• demonstrateknowledgeandunderstandingofthefollowingprocesses:– erosion(attrition,abrasion/corrasion,hydraulicactionandsolution/corrosion);

– transportation(longshoredrift);and– deposition;

• explaintheformationofthefollowingcoastallandforms(withreferencetoplacesforillustrationpurposesonly):– erosionallandforms(headland,cliff,wavecutplatform,cave,arch,stackandstump);and

– depositionallandforms(sandybeach,shinglebeachandspit,includinghookedspit);and

• interpretaerialphotographsandOSmapstoidentifycoastallandformsandlanduses.



Content

LearningOutcomes

Sustainablemanagementofcoasts


• recognisethefollowingreasonsforcoastaldefences:– inallcontinents,exceptAfrica,mostpeoplelivenearcoasts;

– coastalareasareimportanteconomically,forexampleasalocationfortourism,fishingandportactivity;and

– sealevelsriseasaresultofclimatechange;

• describeandevaluatethefollowingmethodsofcoastalmanagement:– hardengineering(seawalls,groynesandgabions);and– softengineering(beachnourishmentandmanagedretreat);and

• investigateonecasestudyofcoastalmanagementfrom theBritishIsles(forexampleNewcastle,CountyDown),andevaluatethecoastalmanagementstrategyused,referringtotheprinciplesofsustainability.



Theme C: Our Changing Weather and Climate ThisthemeexploresthecausesofweatherintheBritishIslesandhowpeopledealwithitsimpacts.Studentsinvestigatethedevelopmentoflowpressuresystems(depressions)andhighpressuresystems(anticyclones)andthetypicalweatherassociatedwithbothweathersystems.KeygeographicaltermsWeather,climate;temperature,digitalthermometer,precipitation,raingauge,winddirection,windvane,windspeed,anemometer,knots,atmosphericpressure,barometer,millibars,cloudtypes(stratus,cumulus,cumulonimbus,cirrus),cloudcover,okta;weatherforecast,land-basedstations,rainfallradar,geostationarysatellite,polarsatellite,buoys;latitude,prevailingwind,altitude,airmass(tropicalmaritime,tropicalcontinental,polarmaritime,polarcontinental);frontaldepression,warmfront,warmsector,coldfront;anticyclone,synopticchart,satelliteimage.

Content

LearningOutcomes

Measuringtheelementsoftheweather


• distinguishbetweenweatherandclimate;

• describehowtomeasurethefollowingelementsoftheweather:– temperature(digitalthermometer–°C);– precipitation(raingauge–mm);– winddirection(windvane–eightcompasspoints);– windspeed(anemometer–knots);– atmosphericpressure(barometer–mb);– cloudtypes(stratus,cumulus,cumulonimbusandcirrus);and

– cloudcover(observation–oktas);

• describesourcesofdataforaweatherforecast:– onland(land-basedstationsandrainfallradar);– intheair(satellites–geostationaryandpolar);and– atsea(buoys);and

Factorsaffectingclimate

• demonstrateknowledgeandunderstandingofthefollowingfactorsthataffectclimate:– latitude;– prevailingwinds;– distancefromthesea;and– altitude.



Content

LearningOutcomes

WeathersystemsaffectingtheBritishIsles


• demonstrateknowledgeandunderstandingofthetemperature,moisturecharacteristicsandseasonalvariationofthefollowingairmassesaffectingtheBritishIsles:– tropicalmaritime;– tropicalcontinental;– polarmaritime;and– polarcontinental;

• demonstrateknowledgeandunderstandingofthefollowing(withreferencetoplacesforillustrationpurposesonly):– theweatherpatternsandsequenceofchangeassociatedwithafrontaldepressionasitmovesacrosstheBritishIsles(weatheratthewarmfront,inthewarmsectorandatthecoldfront);and

– theweatherpatternsassociatedwithanticyclonesintheBritishIslesduringwinterandsummer;

• interpretsynopticchartsandsatelliteimagesandunderstandthefollowinglimitationsofforecasting:– range;and– accuracy;and

Theimpactsofextremeweather

• describetheimpactsofextremeweatheronpeopleandpropertyusingacasestudyofextremeweather(tornadoordroughtorhurricane)outsidetheBritishIsles.



Theme D: The Restless Earth ThisthemeinvestigatesthestructureoftheEarthandtheformationofdifferentrocktypes.Studentsexploretheimpactofearthquakesinmoreeconomicallydevelopedcountries(MEDCs)orlesseconomicallydevelopedcountries(LEDCs).Theyalsoinvestigatethepotentialimpactsofasupervolcanoeruption.KeygeographicaltermsInnercore,outercore,mantle,crust,convectioncurrent;tectonicplate,platemargin/boundary(constructive,destructive,collisionzone,conservative),mid-oceanridge,subductionzone,oceantrench,foldmountain,faultline;rocktype(igneous,sedimentary,metamorphic);earthquake,focus,epicentre,seismograph,Richterscale,liquefaction,tsunami;volcano,shieldvolcano,compositevolcano,supervolcano.

Content

LearningOutcomes

Platetectonicstheory


• describethestructureoftheEarth(innerandoutercore,mantleandcrust);

• demonstrateknowledgethattheEarth’scrustismadeupofanumberofplates;

• demonstrateunderstandingofhowconvectioncurrentscauseplatemovement;

• demonstrateknowledgeandunderstandingoftheformationoflandformsatthefollowingplatemargins:– constructiveplatemargin(mid-oceanridges);– destructiveplatemargin(subductionzonesandoceantrenches);

– collisionzones(foldmountains);and– conservativeplatemargins(faultlines);and

Basicrocktypes

• demonstrateunderstandingoftheformationofthefollowingbasicrocktypesandrecognisetheircharacteristics:– igneous(basaltandgranite);– sedimentary(limestoneandsandstone);and– metamorphic(slateandmarble).



Content

LearningOutcomes

Managingearthquakes


• understandthecausesandglobaldistributionofearthquakesinrelationtoplateboundaries;

• distinguishbetweenthefocusandepicentreofanearthquake;

• demonstrateknowledgethatearthquakemagnitudeismeasuredonaseismographusingtheRichterscale;

• demonstrateknowledgeandunderstandingofthefollowingphysicalconsequencesofearthquakes:– liquefaction;and– tsunamis;

• demonstrateknowledgeandunderstandingofthecausesandimpactsofanearthquakebydoingthefollowing,usingonecasestudyfromanMEDCorLEDC:– identifyingtheplatesinvolved;– describingtheshort-termandlong-termimpactsonpeopleandtheenvironment;and

– evaluatinghowthecountrypreparedforandrespondedtotheearthquake(describingbothimmediateandlong-termstrategiesimplementedaftertheevent);

Volcanoes:characteristicsandconsequences

• describethecharacteristicsofthefollowing:– shieldvolcanoes;– compositevolcanoes;and– supervolcanoes;and

• discussthepotentialglobalimpacts,onpeopleandtheenvironment,ofasupervolcanoeruption(forexampleYellowstone).



3.5 Unit 2: Living in Our World Thisunithasfourthemescoveringkeyaspectsofhumangeography.Studentsinvestigatetopicalissuessuchasthechallengesfacingrefugees,issuesforinnercityareasinMEDCs,strategiessuchastheUnitedNations’2030AgendaforSustainableDevelopment,andtheenvironmentalimpactoftheincreasinguseofresources.Assessmentforthisunitisawrittenexaminationthatincludesbothshortresponsequestionsandextendedwritingquestions.Formoredetails,seeSection6. Theme A: Population and Migration Thisthemeexplorestopicalissuessuchaspushandpullfactorsinmigration,barrierstomigrationandthechallengesfacedbybothrefugeesanddestinationcountries.Studentsalsoanalysetheimplicationsofagedandyouthdependency.KeygeographicaltermsPopulationchange,populationstructure,crudebirthrate,crudedeathrate,naturalchange(naturalincrease,naturaldecrease);demographictransitionmodel;populationpyramid,dependency(youthandaged);migration(immigrationandemigration),pushandpullfactors,economicmigrant,refugee,destinationcountry.

Content

LearningOutcomes

Populationgrowth,changeandstructure


• definethefollowingterms:– crudebirthrate;– crudedeathrate;and– naturalchange(naturalincreaseandnaturaldecrease);

• demonstratedetailedknowledgeandunderstandingofthefivestagesofthedemographictransitionmodelasitrelatestothefollowing:– changingbirthrates;– changingdeathrates;and– populationchange;and

• compareandcontrastthepopulationstructureofanMEDCwithanLEDC,usingthefollowing:– apopulationpyramidforanMEDCshowinganageddependentpopulation;and

– apopulationpyramidforanLEDCshowingayouthdependentpopulation.



Content

LearningOutcomes

Populationgrowth,changeandstructure(cont.)


• assessthesocialandeconomicimplicationsofagedandyouthdependency;

Causesandimpactsofmigration

• demonstrateknowledgeandunderstandingofthepushandpullfactorsleadingtomigration;

• demonstrateknowledgeandunderstandingofthefollowingbarrierstomigration:– humanbarriers,forexamplevisas;and– physicalbarriers,forexampletopography;

• distinguishbetweenaneconomicmigrantandarefugee;and

• discussthechallengesfacedbybothrefugeesandthedestinationcountry,usingonecasestudy(forexampleSyrianrefugeesarrivinginGreece).



Theme B: Changing Urban Areas ThisthemeinvestigatestheissuesfacinginnercitiesinMEDCsaswellasissuesarisingfromrapidurbanisationinLEDCs.KeygeographicaltermsCentralbusinessdistrict(CBD),innercity,suburbs,rural–urbanfringe;settlement,settlementfunction,landusezones;gentrification;urbanplanningscheme,urbanregeneration;shantytown.

Content

LearningOutcomes

Urbanlanduse


• identifythecharacteristicsandlocationofthefollowing:– CBD;– innercity;– suburbs;and– rural–urbanfringe;

• interpretaerialphotographsandmaps,includingOSmaps,toidentifythefollowing:– thegeneralfunctionsofarangeofsettlements;and– thelandusezonesofthesettlements;and

IssuesfacinginnercityareasinMEDCs

• demonstrateknowledgeandunderstandingofthefollowingissuesfacingmanyMEDCinnercityareas(withgeneralreferencetoaplaceorplacesforillustrationpurposesonly):– housing:

poor-qualityhousing;andgentrification;

– traffic:congestion(airqualityandjourneytime);publictransport(costandefficiency);andparking(costandavailability);and

– culturalmix:ethnictensions,religioustensionsandlanguagebarriers.



Content

LearningOutcomes

UrbanisationinMEDCsandLEDCs


• evaluateoneMEDCurbanplanningscheme(forexampleTitanicQuarter,Belfast)thataimstoregenerateandimprovethefollowingintheinnercityzone:– housing;– employmentopportunities;– transport;and– theenvironment;and

• describeandexplainthelocation,rapidgrowthandcharacteristicsofshantytownareas,usingonecasestudyofanLEDCcity(forexampleKolkata,India).



Theme C: Contrasts in World Development ThisthemeenablesstudentstoreflectondifferencesindevelopmentbetweenMEDCsandLEDCs,andtheissuesinvolvedinmeasuringsuchdifferences.Studentsinvestigatestrategiesthataimtoreducethedevelopmentgap,inparticulartheUnitedNations’2030AgendaforSustainableDevelopmentanditsSustainableDevelopmentGoals.Studentsalsoexploretopicalissues(suchasglobalisation)andevaluatetheroleofappropriatetechnologyandfairtradeassustainablesolutionstotheproblemofunequaldevelopment.KeygeographicaltermsDevelopment,developmentgap,MEDC,LEDC,socialindicators,economicindicators,HumanDevelopmentIndex(HDI),primaryactivities,SustainableDevelopmentGoals;appropriatetechnology;fairtrade;globalisation,BRICS(Brazil,Russia,India,ChinaandSouthAfrica).

Content

LearningOutcomes

Thedevelopmentgap


• identifyanddescribedifferencesindevelopmentbetweenMEDCsandLEDCsusingsocialandeconomicindicators(withreferencetoplacesforillustrationpurposesonly);

• evaluatetheuseofsocialandeconomicindicatorsofdevelopmentandassesstheadvantagesofusingtheHumanDevelopmentIndex(HDI);

• demonstrateknowledgeandunderstandingofthefollowingfactorsthathinderdevelopmentinLEDCs(withreferencetoplacesforillustrationpurposesonly):– historicalfactors;– environmentalfactors;– dependenceonprimaryactivities;and– debt;

Sustainablesolutionstotheproblemofunequaldevelopment

• describehowanythreeoftheSustainableDevelopmentGoalsattempttoreducethedevelopmentgap;

• defineappropriatetechnology;and

• describeandevaluatethesuccessofoneappropriatetechnologyproduct,forexamplethesolarcookerortheHippoWaterRoller.



Content

LearningOutcomes

Sustainablesolutionstotheproblemofunequaldevelopment(cont.)


• demonstrateunderstandingoffairtradeandtheadvantagesitbringstoLEDCs(withreferencetoplacesforillustrationpurposesonly);

Globalisation • demonstrateunderstandingofthemeaningofthetermglobalisation;and

• demonstrateknowledgeandunderstandingofhowglobalisationbothhelpsandhindersdevelopment,usingonecasestudyfromaBRICScountry.



Theme D: Managing Our Environment Bystudyingthistheme,studentsexploretheenvironmentalimpactoftheincreasinguseofresources.Theyalsogainaninsightintotheneedtoadoptstrategiestomanageresources.Theyinvestigatetheimpactsofmasstourismandtherolethatecotourismcanplayinprotectingtheenvironment.Studentsalsoanalysethecausesandeffectsofglobalclimatechange.KeygeographicaltermsGreenhouseeffect,carbonfootprint,climatechange;wastehierarchy;renewableenergysource,solarenergy,windenergy,biofuels;sustainabletourism,masstourism,responsibletourist,ecotourism.

Content

LearningOutcomes

Humanimpactontheenvironment


• describethegreenhouseeffect,definecarbonfootprintandunderstandhowbothofthesecontributetoclimatechange;

• evaluatetheeffectsofclimatechangeonthefollowing(withreferencetoplacesforillustrationpurposesonly):– theenvironment;– people;and– theeconomy;

Strategiestomanageourresources

• describethewastehierarchyandtheconceptof‘reduce,reuseandrecycle’;

• evaluatethebenefitsanddisadvantagesofonerenewableenergysourceasasustainablesolution,forexamplewindfarms;

• describeandevaluatethe2015InternationalClimateChangeAgreement;

Sustainabletourismtopreservetheenvironment

• evaluatethepositiveandnegativecultural,economicandenvironmentalimpactsofmasstourism(withreferencetoplacesforillustrationpurposesonly);

• describeandexplainhowtobearesponsibletourist;

• describeandexplainecotourism;and

• assesshowecotourismcanprotecttheenvironment,usingonecasestudyfromeitheranLEDCoranMEDC.



3.6 Unit 3: Fieldwork Inthisunit,studentscollectgeographicaldatafirst-handthroughfieldwork.Fieldworkisanessentialaspectofgeography.Itinvolvesapplyingspecificgeographicalknowledge,understandingandskillstoaparticularandrealout-of-classroomcontext.Thevalueoffieldworkgoesbeyondtheaimofcollectingprimarydata.Otherkeyaspectsoftheinvestigativeprocessincludepresentingandanalysingresults,drawingconclusionsandreflectingcriticallyontheprocess.Experiencinggeographicalconcepts,processesandissuesintherealworldcanbeilluminatingforstudents.Theygainnewgeographicalinsightsandbegintoappreciatedifferentperspectivesontheworldaroundthem.Assessmentforthisunitisawrittenexamination.Studentsmustcreateandsubmitaword-processedfieldworkstatementandtableofdata.Formoredetails,seeSection6.KeygeographicaltermsHypothesis,risks,primarysources,secondarysources,datacollection,datapresentation,dataanalysis,interpretation,anomaly,conclusion.

Content

LearningOutcomes

Thegeographicalenquiryprocess


• demonstrateunderstandingoftheprocessofgeographicalenquiry;

Planning,includingestablishingaimsandhypotheses

• plantheirenquiryby:– identifyingquestionsorissuesforinvestigation;– developingoneaim;and– developingaminimumoftwoappropriatehypotheses;

• demonstrateunderstandingofthepotentialrisksinvolvedinfieldworkandhowtoreducetheserisks;

• demonstrateunderstandingofthedifferencebetweenprimaryandsecondarysources;

Fieldworktechniquesandmethods

• selectdatacollectionmethodsandequipmentthatensureaccuracyandreliability;and

• recordmeasurementsandobservationsaccuratelyusingrecordingsheets.



Content

LearningOutcomes

Fieldworktechniquesandmethods(cont.)


• useatleastonesecondarysourceduringthefieldworkinvestigation;

Processingandpresentingdata

• selectanduseappropriategraphicalandcartographicmethods,bothhanddrawnandusingICT,toprocessandpresenttheirfieldworkdata;

• explainwhytheychosetheseprocessingandpresentationmethods;

Analysingandinterpretingdata

• analyseandinterprettheirfieldworkdatausingtheirknowledgeofrelevanttheoryand/orcasestudiesasappropriate;

• establishlinksbetweendatasets;

• identifyanomaliesintheirfieldworkdata;

Drawingconclusions

• drawevidencedconclusions;

Evaluatingthefieldwork

• describetheirdatacollectionmethods,includinganyequipmentused;

• identifyproblemswithdatacollectionmethods;

• identifylimitationsofthedatacollected;

• suggestotherdatathatmightbeuseful;

• evaluatetheirconclusions;and

• suggesthowtheycouldextendthescopeofthestudy.



4 Scheme of Assessment

4.1 Assessment opportunities Fortheavailabilityofexaminationsandassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 demonstrategeographicalknowledgeandunderstandingof:– places,environments,processesandconcepts;and– theinterrelationshipsbetweenplaces,environmentsandprocesses;

AO2 applyknowledgeandunderstandingtoanalyse,interpretandevaluategeographicalinformationandissuesandtomakejudgements;and

AO3 select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissuesandcommunicatefindings.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting(%)

ExternalAssessment

Unit1 Unit2 Unit3

AO1 16 16 3 35

AO2 16 16 8 40

AO3 8 8 9 25

TotalWeighting 40 40 20 100



4.4 Quality of written communication InGCSEGeography,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.

4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).



5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatesrecallaccurately,selectandcommunicatedetailedknowledgeandthoroughunderstandingofplaces,environments,processesandconcepts.Theyusegeographicalterminologyaccuratelyandappropriately.Candidatesapplyappropriateknowledgeandunderstandingofawiderangeofgeographicalprocessesandpatternsinavarietyofphysicalandhumancontexts.Theyrecogniseandunderstandcomplexrelationshipsbetweenpeopleandtheenvironment,identifyingandevaluatingcurrentissuesandmakingperceptiveandinformedgeographicaldecisions,recognisinghowtheycancontributetoafuturethatissustainable.Candidatesselect,evaluate,anduseeffectivelyawiderangeofrelevantskillsandappropriatetechniquesandtechnologies.Theyidentifyrelevantquestionsandissuesandestablishappropriatesequencestoundertakeaninvestigationindependently.Theycollectandrecordaccuratelyarangeofappropriateevidencefromawiderangeofsources,includingfieldwork.Theyanalyseandinterpretinformation.Theycriticallyevaluatethevalidityofevidenceandreflectontheevidence’slimitations.Theydetectandrespondtobias,makinginformedandreasonedjudgementstopresentsubstantiatedandappropriateconclusions.Theydevelopaseffectiveandindependentlearners.



Grade

Description

C Candidatesrecall,selectandcommunicateknowledgeandunderstandingofplaces,environments,processesandconcepts.Theyusegeographicalterminologyappropriately.Candidatesapplytheirknowledgeandunderstandingofgeographicalprocessesandpatternsinavarietyofphysicalandhumancontexts.Theyunderstandrelationshipsbetweenpeopleandtheenvironment,identifyingandevaluatingproblemsandissuesandmakinggeographicaldecisionssupportedbyreasons,includingsustainableapproaches.Candidatesselectanduseavarietyofskillsandappropriatetechniquesandtechnologiestoidentifyquestionsandissuesandundertakeaninvestigation.Theycollectandrecordappropriateevidencefromarangeofsources,includingfieldwork.Theyanalyseandinterpretinformationandrecognisesomeofthelimitationsofevidence,reachingplausibleconclusions.

F Candidatesrecall,selectandcommunicatelimitedknowledgeandunderstandingofplaces,environments,processesandconcepts.Theyshowbasicknowledgeofgeographicalterminology.Candidatesapplytheirunderstandingofsomesimplegeographicalprocessesandpatternsinphysicalandhumancontexts.Theyrecognisesimplerelationshipsbetweenpeopleandtheenvironment.Theyidentifyproblemsandissuesandmakedecisionsinformedbysimplereasonsandevidence.Candidatesusealimitednumberofskills,techniquesandtechnologiestoundertakeaninvestigation.Theycollectandrecordalimitedselectionofevidencefromsomesources,includingfieldwork.Theyinterpretinformationtoreachsomebasicconclusions.



6 Guidance on External Assessment Therearethreeexternalassessmentunitsinthisspecification:

• Unit1:UnderstandingOurNaturalWorld;• Unit2:LivinginOurWorld;and• Unit3:Fieldwork.Theexternalassessmentfocusesoncandidates’knowledge,understandingandanalysisofthecontentofeachunit.6.1 Unit 1: Understanding Our Natural World Assessmentforthisunitisa1hour30minutewrittenexamination.Theexaminationincludesfourmulti-partquestions,oneoneachtheme.Eachquestionincludesresourcematerialthatmaytakeavarietyofforms,includingphotographs,data,models,diagramsand/ortext.Eachquestionalsoincludessomepartsthatrequireextendedwriting.Candidatesanswerallfourquestions.6.2 Unit 2: Living in Our World Assessmentforthisunitisa1hour30minutewrittenexamination.Theexaminationincludesfourmulti-partquestions,oneoneachtheme.Eachquestionincludesresourcematerialthatmaytakeavarietyofforms,includingphotographs,data,models,diagramsand/ortext.Eachquestionalsoincludessomepartsthatrequireextendedwriting.Candidatesanswerallfourquestions.6.3 Unit 3: Fieldwork Assessmentforthisunitisa1hourwrittenexamination.Allquestionsaregenericinnaturetofacilitatearangeoffieldworkcontexts.CandidatesbasetheiranswersontheirknowledgeandexperienceofthefieldworkskillsdetailedinSection3.6,forexampleplanning,drawingconclusionsandevaluating.Fortheirfieldworkinvestigation,candidateschooseanissueorquestionrelatedtoUnits1or2.Theyidentifyoneaimandaminimumoftwohypotheses.Theydothisindividually,insmallgroupsorasaclass.Theyalsoidentifysourcesandmethodsforcollectingdata.Theymustusebothprimaryandsecondarysources,forexamplemaps,textsorcensusdata(pleasenotethatweacceptcensusdataasprimaryorsecondarydata).



The fieldwork statement and table of data Aftercollectingtheirdata,candidatesmustcreateafieldworkstatementandatableofdata.Thefieldworkstatementmustinclude:

• atitle;• astatementoftheaimandhypothesesthatthecandidateistesting;and• detailsofthelocationofthestudy(includingamap,ifappropriate).Candidatesmustnotaddressotherelementsofthefieldworkinvestigationinthisstatement.Thetableofdatamustinclude:

• primarydataessentialforinvestigatingtheaimofthestudy(candidatesmayincludesecondarydata,ifrelevant);

• datacollectedforallvariablesrelevanttotheaim;• quantitativedata(numericalscores)toallowforgraphicalrepresentation(candidatesmayincludequalitativedata,ifrelevant);and

• normalconventions,suchasatitle,andallvariablesclearlystated,alongwiththeirpreciseunitsofmeasurement.

WeexpectcandidatestouseICTtopresentboththeirfieldworkstatementandtheirtableofdata.Attheendoftheexamination,candidatesmustattachtheirfieldworkstatementandtableofdatatothescript,alongwithacompletedcoversheet.Wedonotassessthefieldworkstatementorthetableofdata.



7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.

7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner, forexampledescribetheimpactsoffloodingoranearthquakefromarangeofviewpoints;presentareportoutliningastrategytoreducethedevelopmentgap;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose, forexample makeanoralpresentationonacoastalmanagementstrategy;writeacasestudysummaryoftheimpactofmigrationintotheEuropeanUnion;

• participateindiscussions,debatesandinterviews,forexample debatethechallengeofsecuringinternationalco-operationtodealwithclimatechange;role-playinterviewswithresidentsofshantytownsabouttheirlivingconditions;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleanalyseaerialphotographsofcoastallandforms;role-playthemanagerofanecotourismproject;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexample interpretclimategraphs;writeapoint-of-viewreporttoevaluatethesuccessofanappropriatetechnologyproject.

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexampledrawandannotatecross-sectiondiagramsofariver;describepopulationpyramids;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexample usethelogarithmicRichterscaletodescribetheimpactofanearthquake;

• interpretandanalyseawiderangeofmathematicaldata,forexample interpretrainfallgraphstodiscernthecausesofflooding;connectpopulationgrowthstatisticsandtheincreasingdemandforresources;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexampledrawproportionalarrowmapstorepresentairmasses;drawpopulationpyramids.



UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexample takenotesandgivepresentations;managedatacollectedonfieldwork;selectappropriatemapand/orgraphmethodstopresentfieldworkdata.

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexamplecontributeactivelytotheplanningoffieldwork;• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleuseAssessmentforLearningstrategiestocontinuallyreviewandmonitorprogress,choosewaysoflearningtoimprovetheirperformanceandbuildonstrengths,andidentifywhentheyneedsupport;and

• effectivelymanagetheirtime,forexamplestayonschedulewhencollectingfieldworkdataaspartofagroup.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexamplediscussprioritieswhencollectingprimarydatathroughfieldwork;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplecollectprimarydataaspartofagroup;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleparticipateinagroupdiscussiontoassesstheroleofglobalisationinanLEDC.



ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleanalysepatternsandrelationshipsevidentindatacollectedfirst-handthroughfieldwork;

• proposejustifiedexplanations,forexampleinterpretfieldworkdatausingrelevantgeographicaltheory;

• reason,formopinionsandjustifytheirviews,forexampleevaluatehowmigrationaffectsthedestinationcountry;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleanalysefieldworkdatatodeterminewhethertoacceptorrejectstatedhypotheses;

• analyseandevaluatemultipleperspectives,forexampleconsidertheviewsofarangeofstakeholdersonacoastalmanagementstrategy;

• exploreunfamiliarviewswithoutprejudice,forexampleexplorethechallengesthatasylumseekersfaceintheirdestinationcountry;

• weighupoptionsandjustifydecisions,forexampleevaluatethesuitabilityofhardengineeringandsoftengineeringmethodstodealeffectivelywiththefloodthreatforanamedriver;and

• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleanalysestrategiestorespondtoclimatechange.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.



8 Links and Support

8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourGeographymicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.

Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Requirementsforfieldworkaresufficientlyflexibleforallcandidatestoparticipate.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.



YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:[email protected])

• PrincipalOfficer:MargaretMcMullan(telephone:(028)90261200,extension2285,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).



Summary of Changes since First Issue (Mostrecentchangesareindicatedinredonthelatestversion)

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Version1 N/A N/A FirstissueVersion2 23March2017 13 SentencerewordedVersion3 15June2017 9

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CCEA GCSE Speciﬁcation in Geography