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Syllabus Snapshot
GCSE Geography
Exam Board: CCEA
CCEAGCSEGeographyfromSeptember2017
Version3:15June2017 5
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
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Content
Assessment
Weightings
Availability
Unit3:Fieldwork
Externalwrittenexamination1hourStudentsbasetheiranswersontheirknowledgeandexperienceoffieldwork.Studentsmustbringafieldworkstatementandtableofdataintotheexamination.Formoredetails,seeSection6.3.
20% Summerfrom2019
Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.
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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.
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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.
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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).
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Content
LearningOutcomes
Thedrainagebasin:acomponentofthewatercycle(cont.)
Studentsshouldbeableto:
• 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).
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Content
LearningOutcomes
Sustainablemanagementofrivers(cont.)
Studentsshouldbeableto:
• demonstrateknowledgeofthefollowingfloodmanagementmethods:– hardengineering(dams,floodwalls,levees,embankments,andstraighteninganddeepeningtheriver);and
– softengineering(washlands,landusezoningandafforestation);and
• investigateonecasestudyofariveroutsidetheBritishIsles(forexampletheMississippi)andevaluatetherivermanagementstrategyused,referringtotheprinciplesofsustainability.
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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
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
Sustainablemanagementofcoasts
Studentsshouldbeableto:
• recognisethefollowingreasonsforcoastaldefences:– inallcontinents,exceptAfrica,mostpeoplelivenearcoasts;
– coastalareasareimportanteconomically,forexampleasalocationfortourism,fishingandportactivity;and
– sealevelsriseasaresultofclimatechange;
• describeandevaluatethefollowingmethodsofcoastalmanagement:– hardengineering(seawalls,groynesandgabions);and– softengineering(beachnourishmentandmanagedretreat);and
• investigateonecasestudyofcoastalmanagementfrom theBritishIsles(forexampleNewcastle,CountyDown),andevaluatethecoastalmanagementstrategyused,referringtotheprinciplesofsustainability.
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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
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
WeathersystemsaffectingtheBritishIsles
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingofthetemperature,moisturecharacteristicsandseasonalvariationofthefollowingairmassesaffectingtheBritishIsles:– tropicalmaritime;– tropicalcontinental;– polarmaritime;and– polarcontinental;
• demonstrateknowledgeandunderstandingofthefollowing(withreferencetoplacesforillustrationpurposesonly):– theweatherpatternsandsequenceofchangeassociatedwithafrontaldepressionasitmovesacrosstheBritishIsles(weatheratthewarmfront,inthewarmsectorandatthecoldfront);and
– theweatherpatternsassociatedwithanticyclonesintheBritishIslesduringwinterandsummer;
• interpretsynopticchartsandsatelliteimagesandunderstandthefollowinglimitationsofforecasting:– range;and– accuracy;and
Theimpactsofextremeweather
• describetheimpactsofextremeweatheronpeopleandpropertyusingacasestudyofextremeweather(tornadoordroughtorhurricane)outsidetheBritishIsles.
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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
Studentsshouldbeableto:
• 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).
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Content
LearningOutcomes
Managingearthquakes
Studentsshouldbeableto:
• 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).
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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
Studentsshouldbeableto:
• definethefollowingterms:– crudebirthrate;– crudedeathrate;and– naturalchange(naturalincreaseandnaturaldecrease);
• demonstratedetailedknowledgeandunderstandingofthefivestagesofthedemographictransitionmodelasitrelatestothefollowing:– changingbirthrates;– changingdeathrates;and– populationchange;and
• compareandcontrastthepopulationstructureofanMEDCwithanLEDC,usingthefollowing:– apopulationpyramidforanMEDCshowinganageddependentpopulation;and
– apopulationpyramidforanLEDCshowingayouthdependentpopulation.
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Content
LearningOutcomes
Populationgrowth,changeandstructure(cont.)
Studentsshouldbeableto:
• assessthesocialandeconomicimplicationsofagedandyouthdependency;
Causesandimpactsofmigration
• demonstrateknowledgeandunderstandingofthepushandpullfactorsleadingtomigration;
• demonstrateknowledgeandunderstandingofthefollowingbarrierstomigration:– humanbarriers,forexamplevisas;and– physicalbarriers,forexampletopography;
• distinguishbetweenaneconomicmigrantandarefugee;and
• discussthechallengesfacedbybothrefugeesandthedestinationcountry,usingonecasestudy(forexampleSyrianrefugeesarrivinginGreece).
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Theme B: Changing Urban Areas ThisthemeinvestigatestheissuesfacinginnercitiesinMEDCsaswellasissuesarisingfromrapidurbanisationinLEDCs.KeygeographicaltermsCentralbusinessdistrict(CBD),innercity,suburbs,rural–urbanfringe;settlement,settlementfunction,landusezones;gentrification;urbanplanningscheme,urbanregeneration;shantytown.
Content
LearningOutcomes
Urbanlanduse
Studentsshouldbeableto:
• 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.
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Content
LearningOutcomes
UrbanisationinMEDCsandLEDCs
Studentsshouldbeableto:
• evaluateoneMEDCurbanplanningscheme(forexampleTitanicQuarter,Belfast)thataimstoregenerateandimprovethefollowingintheinnercityzone:– housing;– employmentopportunities;– transport;and– theenvironment;and
• describeandexplainthelocation,rapidgrowthandcharacteristicsofshantytownareas,usingonecasestudyofanLEDCcity(forexampleKolkata,India).
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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
Studentsshouldbeableto:
• identifyanddescribedifferencesindevelopmentbetweenMEDCsandLEDCsusingsocialandeconomicindicators(withreferencetoplacesforillustrationpurposesonly);
• evaluatetheuseofsocialandeconomicindicatorsofdevelopmentandassesstheadvantagesofusingtheHumanDevelopmentIndex(HDI);
• demonstrateknowledgeandunderstandingofthefollowingfactorsthathinderdevelopmentinLEDCs(withreferencetoplacesforillustrationpurposesonly):– historicalfactors;– environmentalfactors;– dependenceonprimaryactivities;and– debt;
Sustainablesolutionstotheproblemofunequaldevelopment
• describehowanythreeoftheSustainableDevelopmentGoalsattempttoreducethedevelopmentgap;
• defineappropriatetechnology;and
• describeandevaluatethesuccessofoneappropriatetechnologyproduct,forexamplethesolarcookerortheHippoWaterRoller.
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Content
LearningOutcomes
Sustainablesolutionstotheproblemofunequaldevelopment(cont.)
Studentsshouldbeableto:
• demonstrateunderstandingoffairtradeandtheadvantagesitbringstoLEDCs(withreferencetoplacesforillustrationpurposesonly);
Globalisation • demonstrateunderstandingofthemeaningofthetermglobalisation;and
• demonstrateknowledgeandunderstandingofhowglobalisationbothhelpsandhindersdevelopment,usingonecasestudyfromaBRICScountry.
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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
Studentsshouldbeableto:
• describethegreenhouseeffect,definecarbonfootprintandunderstandhowbothofthesecontributetoclimatechange;
• evaluatetheeffectsofclimatechangeonthefollowing(withreferencetoplacesforillustrationpurposesonly):– theenvironment;– people;and– theeconomy;
Strategiestomanageourresources
• describethewastehierarchyandtheconceptof‘reduce,reuseandrecycle’;
• evaluatethebenefitsanddisadvantagesofonerenewableenergysourceasasustainablesolution,forexamplewindfarms;
• describeandevaluatethe2015InternationalClimateChangeAgreement;
Sustainabletourismtopreservetheenvironment
• evaluatethepositiveandnegativecultural,economicandenvironmentalimpactsofmasstourism(withreferencetoplacesforillustrationpurposesonly);
• describeandexplainhowtobearesponsibletourist;
• describeandexplainecotourism;and
• assesshowecotourismcanprotecttheenvironment,usingonecasestudyfromeitheranLEDCoranMEDC.
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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
Studentsshouldbeableto:
• demonstrateunderstandingoftheprocessofgeographicalenquiry;
Planning,includingestablishingaimsandhypotheses
• plantheirenquiryby:– identifyingquestionsorissuesforinvestigation;– developingoneaim;and– developingaminimumoftwoappropriatehypotheses;
• demonstrateunderstandingofthepotentialrisksinvolvedinfieldworkandhowtoreducetheserisks;
• demonstrateunderstandingofthedifferencebetweenprimaryandsecondarysources;
Fieldworktechniquesandmethods
• selectdatacollectionmethodsandequipmentthatensureaccuracyandreliability;and
• recordmeasurementsandobservationsaccuratelyusingrecordingsheets.
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Content
LearningOutcomes
Fieldworktechniquesandmethods(cont.)
Studentsshouldbeableto:
• useatleastonesecondarysourceduringthefieldworkinvestigation;
Processingandpresentingdata
• selectanduseappropriategraphicalandcartographicmethods,bothhanddrawnandusingICT,toprocessandpresenttheirfieldworkdata;
• explainwhytheychosetheseprocessingandpresentationmethods;
Analysingandinterpretingdata
• analyseandinterprettheirfieldworkdatausingtheirknowledgeofrelevanttheoryand/orcasestudiesasappropriate;
• establishlinksbetweendatasets;
• identifyanomaliesintheirfieldworkdata;
Drawingconclusions
• drawevidencedconclusions;
Evaluatingthefieldwork
• describetheirdatacollectionmethods,includinganyequipmentused;
• identifyproblemswithdatacollectionmethods;
• identifylimitationsofthedatacollected;
• suggestotherdatathatmightbeuseful;
• evaluatetheirconclusions;and
• suggesthowtheycouldextendthescopeofthestudy.