EBS

Geography GCSE

Revision Guide

Exam Board: AQA

Syllabus: Geography A (Full Course)

Web Site: www.aqa.org.uk

Contents:

1: Assessment overview

2: Unit content (what you have covered)

Unit 1: Physical Geography

Restless Earth

Water on the Land

The Coastal Zone

Unit 2: Human Geography

Population Change

Changing Urban Environments

Tourism

3: Key vocabulary

4: Revision tips and skills

Section 1: Assessment Overview

The course at a glance

In each exam you must answer 3 questions:

1 from section A

1 from section B

Plus a free choice of one other

The questions you must answer are underlined and in bold below.

Physical Geography Exam Human Geography Exam

Section A 1. The Restless Earth 2. Rocks, Resources and

Scenery 3. Challenge of Weather and

Climate 4. Living World

Section B

5. Water on the Land 6. Ice on the Land 7. The Coastal Zone

Section A 1. Population Change 2. Changing Urban

Environments 3. Changing Rural

Environments Section B

4. The Development Gap 5. Globalisation 6. Tourism

Unit 1: Physical Geography

Written Paper: 1hour 30mins

75 Marks

37.5% of GCSE

Unit 3: Local Fieldwork Investigation

Controlled Assessment

60 Marks

25% of GCSE

Unit 2: Human Geography

Written Paper: 1hour 30mins

84 Marks

9 marks from Spelling punctuation and grammar (SPaG)

37.5% of GCSE

Section 2: Unit Content

Read through the unit content. Use the specification content as a checklist of what has

been covered in class. Case studies have been highlighted in bold.

Physical Geography: The Restless Earth

Key Idea Specification Content Scale

The Earth’s crust is unstable, especially at plate margins.

Distribution of plates; contrasts between continental and oceanic plates. Destructive, constructive and conservative plate margins.

G

Unique landforms occur at plate margins.

Location and formation of fold mountains, ocean trenches, composite volcanoes and shield volcanoes

R

People use these landforms as a resource and adapt to the conditions within them.

A case study of one range of fold mountains. The ways in which they are used – farming, Hydro Electric Power, mining, tourism and how people adapt to limited communications, steep relief, poor soils.

N/R

Volcanoes are hazards resulting from tectonic activity. Their primary and secondary effects are positive as well as negative. Responses change in the aftermath of an eruption.

Characteristics of different types of volcanoes. A case study of a volcanic eruption – its cause; primary and secondary effects; positive and negative impacts; immediate and long term responses. Monitoring and predicting volcanic eruptions.

R/L

Supervolcanoes are on a much bigger scale than other volcanoes and an eruption would have global consequences.

The characteristics of a supervolcano and the likely effects of an eruption.

G

Earthquakes occur at constructive, destructive and conservative plate margins.

Location and cause of earthquakes. Features of earthquakes – epicentre, focus, shock waves and the measurement of earthquakes using the Richter and Mercalli Scales.

G

The effects of earthquakes and responses to them differ due to contrasts in levels of wealth.

A case study of an earthquake in a rich part of the world and one from a poorer area – their specific causes; primary and secondary effects; immediate and long term responses – the need to predict, protect and prepare. Contrasts in effects and responses will be clear.

R/L

Tsunamis are a specific secondary effect and can have devastating effects in coastal areas.

A case study of a tsunami – its cause, effects and responses.

G/N

Physical Geography: Water on the Land

Key Idea Specification Content Scale

The shape of river valleys changes as rivers flow downstream due to the dominance of different processes.

Processes of erosion – hydraulic action, abrasion, attrition, solution; vertical and lateral erosion. Processes of transportation – traction, saltation, suspension and solution. Deposition and reasons for it. Long profile and changing cross profile.

R/L

Distinctive landforms result from different processes as rivers flow downstream.

Landforms resulting from erosion – waterfalls and gorges; landforms resulting from erosion and deposition – meanders and ox-bow lakes; landforms resulting from deposition – levees and flood plains.

R/L

The amount of water in a river fluctuates due to a number of reasons.

Factors affecting discharge – amount and type of rainfall, temperature, previous weather conditions, relief, rock type (impermeable, permeable, porous and pervious) and land use.

R/L

Rivers flood due to a number of physical and human causes. Flooding appears to be an increasingly frequent event.

The causes of flooding: physical – prolonged rain, heavy rain, snowmelt, relief; and human – deforestation, building construction. The frequency and location of flood events – in the UK in the last 20 years.

N and R

The effects of and responses to floods vary between areas of contrasting levels of wealth.

A case study of flooding in a rich part of the world and one from a poorer area – the different effects of and responses to flooding.

N/R/L

There is discussion about the costs and benefits of hard and soft engineering and debate about which is the better option.

Hard engineering strategies – dams and reservoirs, straightening. Soft engineering – flood warnings, preparation, flood plain zoning, ‘do nothing’. The costs and benefits of these.

R/L

Rivers are managed to provide a water supply. There are a variety of issues resulting from this.

The UK – increasing demand for water; areas of deficit and areas of surplus; the need for transfer. A case study of a dam/reservoir to consider resulting economic, social and environmental issues and the need for sustainable supplies.

N and R/L

Physical Geography: The Coastal Zone

Key Idea Specification Content Scale

The coast is shaped by weathering, mass movement, erosion, transportation and deposition.

Weathering processes – mechanical, chemical. Mass movement – sliding and slumping. Constructive and destructive waves. Processes of erosion – hydraulic power, abrasion, attrition and solution. Processes of transportation – longshore drift, traction, saltation, suspension and solution. Deposition and the reasons for it.

R/L

Distinctive landforms result from different processes.

Landforms resulting from erosion – characteristics and formation of headlands and bays, cliffs and wave cut platforms, caves, arches and stacks. Landforms resulting from deposition – characteristics and formation of beaches, spits and bars.

R/L

Rising sea level will have important consequences for people living in the coastal zone.

Reasons for rising sea level. A case study to illustrate the economic, social, environmental and political impact of coastal flooding.

R/L

Coastal erosion can lead to cliff collapse. This causes problems for people and the environment.

A case study of an area of recent or threatened cliff collapse – rates of coastal erosion; reasons why some areas are susceptible to undercutting by the sea and collapse; how people may worsen the situation; the impact on people’s lives and the environment.

L

There is discussion about how the coast should be managed. There is debate about the costs and benefits of ‘hard’ and ‘soft’ engineering.

Management strategies: Hard engineering – sea walls, groynes, rock armour. Soft engineering – beach nourishment, dune regeneration and marsh creation. Managed retreat. A case study of coastal management to assess the costs and benefits of strategies adopted.

L

Coastal areas provide a unique environment and habitat. There is a need for conservation and this leads to conflict with other land uses.

A case study of a coastal habitat – its environmental characteristics; the resulting habitat and species that inhabit it and reasons why. Strategies to ensure the environment is conserved, but also allow sustainable use of the area.

L/R

Human Geography: Population Change

Key Idea Specification Content Scale

Over time the global population increases and the population structures of different countries change.

The exponential rate of world population growth. Countries pass through different stages of population growth as shown in the five stages of the Demographic Transition Model (birth rate, death rate and natural population changes). Changing population structure. The impact of increasing urbanisation, agricultural change, education and the emancipation of women on the rate of population growth.

G/N

A range of strategies has been tried by countries experiencing rapid population growth.

The social, economic and political implication of population change and the need to achieve sustainable development. The effectiveness of population policies adopted in different countries since the 1990s to include birth control programmes and other strategies adopted. A case study of China’s policy since the 1990s and one of a non birth control population policy.

N

An ageing population impacts on the future development of a country.

The relationship between the population structure and population decline and the impact on the future economic development. The problems associated with an ageing dependent population. Government strategies to cope with an ageing population and the incentives suggested for encouraging an increase in a country’s birth rate. A case study of the problems and strategies in one EU country with an ageing population.

N

Population movements impact on both the source regions of migrants and the receiving countries.

Migration is a result of decision making push and pull factors which can have positive and negative impacts. Economic movements within the EU, refugee movements to the EU and the impacts of such movements.

I/R/L

Human Geography: Changing Urban Environments

Key Idea Specification Content Scale

Urbanisation is a global phenomenon.

Students should appreciate the different pace and causes of urbanisation in the rich and poor world.

G

Urban areas have a variety of functions and land uses.

Students should gain an appreciation of different functional parts of a settlement including locations of CBD, inner city, suburbsand rural – urban fringe.

R/L

There are aspects of urban living in a richer part of the world that need careful planning in order to support the population and environment of cities and towns.

Overview of the issues facing many urban areas. Housing – the attempts to satisfy the increased housing needs of the population in different parts of the city. Impact of Government strategies from the 1990s on the inner city. Traffic – impact of increased use of road transport on the environment and solutions aimed at reducing the impact. Revitalising the image of the CBD by improving the physical environment. Cultural Mix – factors causing ethnic segregation within urban areas. Strategies aimed at supporting the multicultural nature of many urban areas.

R/L

Rapid urbanisation has led to the development of squatter settlements and an informal sector to the economy.

Characteristics of squatter settlements. Effect on the lives of the people of living in squatter settlements. Attempts by the inhabitants themselves to improve squatter settlements over time. Self Help, Site and Service and Local Authority schemes to improve squatter settlements. A case study of a squatter settlement redevelopment.

R/L

Rapid urbanisation in a poorer part of the world requires the management of the environmental problems caused.

Effects of rapid urbanisation and industrialisation. Difficulties of disposal of waste, much of which is toxic. Effects and management of air and water pollution.

R/L

Attempts can be made to ensure that urban living is sustainable.

Characteristics of a sustainable city. Environmental – the importance of conserving the historic and natural environment. Use of Brownfield sites. Reducing and safely disposing of waste. Providing adequate open spaces. Social – including local people in the decision-making process. Provision of an efficient public transport system. A case study of sustainable urban living.

R/L

Human Geography: Tourism

Key Idea Specification Content Scale

The global growth of tourism has seen the exploitation of a range of different environments for holiday makers.

Reasons for the global increase in tourism. The potential of cities, mountains and coastal areas for the development of tourism. The economic importance of tourism to countries in contrasting parts of the world.

G/N

Effective management strategies are the key to the continuing prosperity of tourist areas in the UK.

Contribution of tourism to the UK economy. Impact of external factors on visitor numbers to the UK. Tourist area/resort life cycle model. A case study of either a UK National Park or a UK coastal resort. The reasons for its growth as a tourist destination. The effectiveness of strategies to cope with the impact of large numbers of tourists. Plans to ensure the continuing success of the tourism industry in the area.

N/L

Mass tourism has advantages for an area but strategies need to be in place to reduce the likelihood of long-term damage.

The meaning of mass tourism. A case study of an established tropical tourist area which attracts large numbers of visitors. The positive and negative effects of mass tourism on the economy and environment. Strategies for maintaining the importance of tourism in the area and reducing its negative effects.

R/L

Extreme environments are susceptible to environmental damage from the development of tourism.

The attractions of extreme environments to tourists. The increased demand for adventure holidays. The impact of tourism on an extreme environment. A case study of one extreme area and the extent to which it can cope with the development of a tourist industry.

R/L

Sustainability requires the development of ecotourism.

The need for stewardship and conservation. A case study of the ways that ecotourism can benefit the environment, the local economy and the lives of the people. A consideration that this form of tourism can contribute to sustainable development.

R/L

Section 3: Key vocabulary

Ensure you know the definitions for the following words. It will help you access /

understand the questions better:

Command words are ‘doing’ words:

Study = look at closely Describe = say what you see Explain = give a reason using the word ‘because’ Elaborate = expand on reasons using ‘therefore’ or ‘this means that’. Suggest = give a possible idea Compare = identify similarities and differences Justify = give a reason to support an answer/ decision Locate = Find or describe where something is Complete = Finish off

General Geography Words

Distribution Sparse Dense Sustainability Resources Management Social Environmental

Economic Richer part of the world Poorer part of the world feature Infrastructure Industry

Location Function Land Use Model Landform Impact/ Effect Cause Response Pattern

Process Human Process

Unit Specific Words

Under the six headings compile lists of all the key words from the previous pages that tell you the course

content:

Physical Geography

The Restless Earth

Water on the Land

The Coastal Zone

Human Geography

Population Change

Changing Urban Environments

Tourism

Section 4: Revision tips and skills

There are lots of ways to revise before an exam. Simply reading through your notes is often not enough.

Below are some of the different techniques you could try. We all learn in different ways, so you may find

some work better for you than others. Once you have sussed out an effective way to revise, you should

see a marked improvement in your results and the amount of information you can recall.

Good luck!

LEARNING KEY WORDS OR PHRASES:

MNEMONICS: An effective way to remember key words or ideas is to invent a mnemonic (a phrase which uses the same letters as the information you are trying to learn)

e.g. Never Eat Shredded Wheat (North, East, South, West)

ACRONYMS: You could also try using acronyms (the first letters of a string of words): e.g. NYC = New York City

VISUAL REMINDERS: Use post-it notes, strategically placed around your house, to remind you of tricky spellings and/or definitions. Good places include: next to the sink where you wash your hands/brush your teeth; next to the computer or by your desk.

LEARNING PLACE-SPECIFIC INFORMATION

WORD ASSOCIATION: Putting together mini stories can help you to remember information by association.

Imagine you are trying to memorise the following information to include in a levelled question: fair

trade coffee from Nepal; better price for workers - £2.20 per hour; poor weather conditions; bad

coffee crop – 70% down from last year; knock on effect = lack of money

You could use the following story to help you remember each fact:

I was out for a walk when I spotted Starbucks. ‘I’ll just get a coffee’, I thought to myself. ‘Ah hah,

only £2.20 and it’s fair trade’. “This is our finest coffee from Nepal,” the cashier told me. “We’ve

got a special offer on today – 70% off, if you buy a bag of beans to take home.”

As I handed over my cash, I noticed how light my wallet felt (a lack of money!). As I left Starbucks, it

started to pour with rain. “How annoying,” I said out loud, as I observed the poor weather

conditions.

TRIGGER WORDS: Make a list of ten key words for each topic and memorise them. Writing these down at the start of the test or when attempting a levelled question may help to trigger your memory.

REVISION AIDS: Use revision cards to note down key facts or definitions you are trying to remember. You should only have a few key words on each card – not a whole essay! You could also write a question on one side of the card, and the answer on the other. You can use these cards to revise whenever you have a free moment…on the bus, in the car, on your way to a football match…

REVISING FOR END OF UNIT EXAMS & END OF YEAR EXAMS

PLANNING: Make sure you devote time to the topics/concepts you find more difficult (and possibly less interesting!) It is human nature to do what we are good at/enjoy – but when you’re revising, try to persevere with the trickier bits too.

CHUNKING: Break down your work from each half term into manageable sections (a good way to do this is to look at the dates on your work, then separate it week by week). This will make your revision task seem less daunting, and you will feel a sense of achievement when you have finished revising a particular section of work.

LOOK, COVER, WRITE TECHNIQUE: Try the ‘look, say, cover, write, check’ method. Look at your notes, read them out loud, cover them up, then write down as much as you can remember – it may only be basic facts the first time round. Then try it again. After a few times, you should find you are remembering more information.

VERBAL TEST: Ask a friend/family member to test you. Use a pencil to mark in your file any questions you got wrong, and ask a friend/family member to re-test you a few days later, paying special attention to these points.

WRITTEN TEST: Set yourself mini-tests in your revision to check what you've learnt. A good way to do this is to write a list of questions as you are going along. i.e. Which processes are important for…? What is the definition of…? At the end of a topic, you should close your notes and answer the questions you have written.

MIND MAPS: Create a mind map – a diagram which links together ideas and key words for a particular topic or question. Write the topic name in the centre of the page, and use it as a starting point to write other key words and phrases. For example:

TEACH A FRIEND: Revise for 10 minutes and then teach a friend what you have just learned. If you can’t explain it clearly, review your notes and try again.

INTERNET SITES: If you need a break from your notes, websites such as BBC Bitesize and S-Cool offer mini-tests, videos and revision notes. Remember to be selective though – not all the material online is relevant to what you are studying, and some of it is more basic than what you will have learned in class.

GETTING THE MOST OUT OF YOUR REVISION If you are revising for more than one exam, create a revision plan to show which day you will

revise each subject, and how long for. You should set aside enough time to complete your revision without rushing

Be sensible! If you have eight subjects, it is not realistic to revise them all in one day. You may choose two subjects, and decide to spend 45 minutes on each (with breaks of course!), then tackle two different subjects the next day.

It is not productive to sit in front of your files for hours at a time. Research has shown that you learn more by revising in bursts of 20-30 minutes, then taking a 5-10 minute break. Make sure you have scheduled plenty of breaks into your revision plan.

In your breaks, try to drink water and get some fresh air, to give your brain the best possible chance! You may want to unwind by watching a few funny clips on the computer, or listening to the radio for 10 minutes. Playing an addictive computer game may be a good way to relax, but make sure you don’t get sucked in for hours!

Revising with a friend can be helpful for sharing ideas, testing and motivating each other – as long as you spend the time working and not chatting!

Remember your brain is part of your body – and your body won’t function properly unless you are eating and sleeping properly. Creating extra time for revision by skipping meals and going to bed late is not a good idea.

The night before a exam, review your notes thoroughly, then put them away and relax. You will perform better the next day if you haven’t spent the whole evening stressing.

Last minute cramming is never an ideal way to revise. Would you find it easier to eat a king size chocolate cake all at once, or broken down into bite size pieces? Your brain feels the same way about revision!

On the day of the exam, have one A4 side of notes (maximum) or a few revision cards to look over, just before you sit the exam. These should help to jog your memory (and should not be new material you haven’t already learned!)