GEOGRAPHY OPTIONS SYLLBUS – FORM 3 · 3.1.2 Recognition of landforms resulting from marine erosion and deposition. ... 3.3.8 Coasts Wave motion – the swash and backwash • Able

Contents

Year 9 Geography (Option Classes) Syllabus Year 9 Geography (Option Classes) Learning Outcomes Scheme of Assessment Specimen Annual Examination Paper

Directorate for Learning and Assessment Programmes - Geography Year 9 Syllabus - 2019 - 2020 3






A field trip with a follow up report should be organised during the scholastic year with special reference to topics covered in this syllabus.


Geography Option

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Learning Outcomes


Map

Rea

ding

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rpre

tatio

n 3.1.1 Basic cartographic skills:

scales; measurement of distances and areas; map symbols; grid references; direction; contours and shape.

• Use the 3 types of scale, namely, linear scale, written scale e.g. 2cm:1km and representative fraction e.g. 1:50 000 to measure straight line and non-direct distances on maps.

• Become familiar with Ordnance Survey Map Symbols used in both 1:50 000 maps and the 1:25 000 maps.

• Locate places and symbols using the four figure grid references and the six figure grid references.

• Locate places and symbols using the compass directions. Become familiar with the major 16 points of the compass.

• Use grid squares on OS maps to work out the area of a particular feature to the nearest

4

1 of a square kilometre.

• Use contour lines to calculate the height of places on maps.

• Know the meaning of the following; spot height and contour Interval.

• Use of contours to obtain information about the steepness of slopes and the direction the land is sloping.

3.1.2 Recognition of landforms resulting from marine erosion and deposition.

• Recognise the following marine landforms on OS maps: headlands; cliffs; caves; stacks; wave-cut platforms; groynes; sandy beaches; sand dunes; salt marshes; and spits.


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3.2

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3.2.1 Weather and Climate: Recording and interpreting the elements of weather and climate – temperature, humidity, rainfall, pressure, wind speed and direction.

• Understand the difference between weather and climate.

• Recognise the main weather instruments that record and interpret the weather, namely the thermometer, hygrometer, rain gauge, barometer, wind vane and anemometer.

• Aware of the purpose of each weather instrument.

• Know the units of measure of each instrument. Eg. Thermometer = degrees Celsius (ºC).

• Understand the characteristics of the Stevenson Screen.

3.2.2 Temperature and rainfall graphs. • Construct and interpret temperature (line) and rainfall (bar) graphs with data given.

3.2.3 How to find out the mean daily temperatures.

• Use simple calculations to find out the: mean daily temperature; daily range of temperature; mean monthly temperature; mean annual temperature; and the mean annual range of temperature.

3.2.4 Interpretation of synoptic charts/ simple weather maps and simple satellite photos.

• Read and interpret simple weather charts containing isobars, wind direction and strength, cloud cover and weather symbols. Exclude details related to depressions.

• Interpret simple satellite photos.


3.2.5 Factors affecting temperature: Latitude, maritime effect, altitude, prevailing winds and ocean currents.

• Understand how latitude, the sea, height, prevailing winds and ocean currents affect the climate of an area.

3.2.6 Types of Rainfall. • Distinguish between the three types of rainfall namely, relief or orographic, convectional and frontal rainfall.

Land

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3.3.1 The Earth as a Planet The movements (rotation and revolution) of the Earth. Effects of the Earth’s rotation – day and night.

• Understand the rotational movement of the earth on its axis and cause of day and night.

• Aware of the revolution of the earth around the sun.

3.3.2 Rocks and Soils

Formation, characteristics, uses and examples of Igneous, Sedimentary and Metamorphic rocks.

• Classify the three different types of rock, namely: Igneous, Sedimentary and Metamorphic.

• Understand the formation of Igneous, Sedimentary and Metamorphic rocks.

• Name examples of rock types, eg. Igneous (Basalt and Granite), Sedimentary (Limestone and Clay), Metamorphic (Marble and Slate).

• Know the main characteristics and uses of rock types. Eg. Limestone for building stone.


Land

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3.3.3 Permeability of rocks. • Know the difference between porous, permeable and impermeable rocks.

• Aware that rocks contain areas of weakness such as bedding planes and joints along which water flows.

3.3.4 Limestone (Karst) characteristic landforms and formation.

• Consolidate that limestone was laid down in layers on the sea-bed, having bedding planes, joints and fossils.

• Understand the formation of the following limestone (karst) scenery: swallow holes, resurgence, dry valleys, limestone pavements, bedding planes, joints, clints, grykes, caverns, stalactites, stalagmites and pillars.

• Recognise the characteristic landforms of the above mentioned karst features.

3.3.5 Rocks of the Maltese Islands: origin, basic properties and uses of the 5 strata of rock.

• Identify the 5 main layers of rocks of the Maltese Islands, namely: Upper Coralline Limestone, Greensand, Globigerina Limestone, Lower Coralline Limestone.

• Understand how these layers were formed millions of years ago under the sea.

• Know the basic properties of the five strata of rock in Malta, including permeability, resistance and colour.

• Explore the use of each type of rock.


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3.3.6 Weathering: The differences between physical, chemical and biological weathering.

• Understand the meaning of the term weathering.

• Distinguish between the 3 types of weathering: physical, chemical and biological.

3.3.7 The processes of freeze-thaw/frost shattering, exfoliation and limestone solution.

• Understand the process of rock disintegration by means of: freeze-thaw weathering/ frost shattering, exfoliation and limestone solution.

3.3.8 Coasts Wave motion – the swash and backwash

• Able to describe that water particles follow a circular orbit in open waters.

• Able to explain why waves break when they move into shallow waters.

• Know how waves break to form swash and backwash.

3.3.9 Different types of waves – constructive and destructive waves.

• Recognise the main characteristics of constructive and destructive waves.

3.3.10 The process of coastal erosion – abrasion, hydraulic action, attrition and corrosion/solution.

• Able to explain that abrasion, hydraulic action, attrition and corrosion/solution are the main erosional processes along the coastline and together these processes give rise to distinctive landforms.


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3.3.11 Coastal features created by erosion: with specific reference to coastal localities in the Maltese Islands.

• Recognise the following coastal features: cliff recession, wave-cut platforms, notches, headlands and bays, caves, arches, stacks and stumps.

• Understand the process that lead to the formation of the above named coastal features.

3.3.12 Wave transport – longshore drift. • Able to explain the process by which the sea transports sediments laterally along the coast through longshore drift.

3.3.13 Coastal features created by deposition.

• Recognise the following depositional coastal features created by deposition: beaches, spits, bars and tombolos.

• Understand the processes that lead to the formation of beaches, spits, bars and tombolos.

3.4.1 Population

Physical and human factors affecting the distribution of population.

• Know the meaning of the following terms: sparsely, densely, high and low population density.

• Identify places with high or low population densities.

• Explain the physical factors affecting distribution of population.

• Explain the human factors affecting distribution of population.

• Capable of finding population densities from given data of area and population.


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3.4.2 World Population Growth. • Consolidate the meaning of birth-rate, death-rate and natural increase.

• Calculate the natural increase by means of given data of birth and death rate.

• Interpret and construct line graphs of population growth throughout given years.

3.4.3 Population growth in LEDCs. • Identify faster population growth in LEDCs.

3.4.4 Case Study: Brazil: distribution and density.

• Identify low and high densities on a map of Brazil.

• Analyse the reasons for such distribution of population.

3.4.5 Case Study: China: controlling population growth

• Know the reasons for China's one-child population policy.

• Able to explain the above named policy.

• Analyse the outcomes and modifications to the same policy.

3.4.6 Migration Types of migration. Voluntary and forced migration.

• Know the meaning of the terms: migration; emigration; and immigration.

• Distinguish between voluntary and forced migration caused by push and pull factors.


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s 3.4.7 Pull and push factors. Migration

between countries. Impacts of migration. Rural-urban migration and counterurbanisation.

• Analyse the effects of migration on the receiving country and on the country of origin.

• Understand the meaning of rural-urban migration and counterurbanisation.

3.4.8 Case Study: Immigrants into California.

• Identify the location of migration between Mexico and California.

• Know the causes of the above-named case.

• Know about the main jobs taken up by Mexicans in California.

• Aware of the restrictions on migration into the USA.

3.4.9 Case Study: Migrant workers, Turks in Germany.

• Identify the movement of migrants between Turkey and Germany.

• Know the pull and push factors of the above-named migration.

• Aware of the advantages and disadvantages of migration for the losing and the receiving country.

• Know about the main jobs taken by the Turks in Germany.


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s 3.4.10

Case Study: Refugees on Mediterranean beaches.

• Know the meaning of the term refugee and the difference from illegal migrant.

• Identify the location of migration across the Mediterranean.

• Know the causes of such migration, including push and pull factors.

• Aware of the effects on the receiving countries.

3.4.11 Settlement Site, situation and function. Classification of settlements (hierarchies) according to population size and functions.

• Understand the difference between settlement site and settlement situation.

• Recognise the major function of certain settlements including market town, industrial, port, tourist resort, residential, capital - administrative, and religious.

• Identify named examples of such settlements.

• Aware that the function of a settlement can change over time.

• Recognise hierarchy of settlement (hamlet, village, small town, large town, city, conurbation) and range of services provided.

3.4.12 Factors affecting the location of settlements

• Analyse the locational factors affecting the development of original settlement including wet point, dry point, building materials, defence, fuel supply, bridging point, shelter and aspect.


Soci

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s 3.4.13 Settlement shape: dispersed,

nucleated and linear. • Recognise the different patterns (shapes) of settlement including; dispersed,

nucleated and linear.

• Know the reasons for the development of the three types of settlement shapes.

3.4.14 Urbanisation Growth of world cities, megacities.

• Identify on a world map the location of the world's largest cities (refer to 3.6.8).

• Explain the global distribution of the world's largest cities.

3.4.15 Causes of Urbanisation. Rural push factors and urban pull factors.

• Know the meaning of the term urbanisation.

• Explain the continental distribution of urban population.

• Know the reasons why people move from a rural to an urban area.

• Able to list the pull factors of urban areas.

• Able to list the push factors of rural areas.

3.4.16 Tourism Reasons for the increase in tourism.

• Know the reasons for the increase in world tourism, including; more leisure time, longer paid holidays, greater affluence, improvement in transport, more advertising, and better amenities in tourist areas.

3.4.17 Different types of tourism: cultural, religious, coastal, sports, shopping, mountain, ecotourism.

• Recognise the different types of tourism including; cultural/historical, coastal, religious, places of natural beauty, mountains, other sport, cruises, ecotourism and safari.


Soci

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s 3.4.18 Social, economic and

environmental impact of tourism. • Realise that tourism can benefit and harm local communities, and local

environments, such as coastal and mountainous areas and wildlife.

3.4.19 Tourism in Malta: analysing data (total number of tourists per year/month, tourists by nationality, average nights per person). Malta’s attractions.

Positive and negative impacts.

• Capable of drawing and/or interpreting data either graphical or tabulated regarding: total number of tourist departures per year and per month; and by nationality.

• Know about the tourist's average nights per person.

• Explore Malta's tourist attractions including: climate, beaches, hospitality, historical and cultural places.

• Aware of the positive effects of tourism in Malta including: greater affluence, foreign currency, greater employment, social interaction, rehabilitation of historical and tourist areas, and development in infrastructure.

• Aware of the negative environmental and social effects of tourism in Malta including; conflict regarding land use, overcrowding, traffic congestion, pressure on infrastructure, loss of natural environments, pollution, increase in waste, loss of traditional way of life.

3.4.20 Case study: Mountain resort Courmayeur.

• Locate Courmayeur on a map of Europe.

• Analyse the benefits.


3.4.21 Case study: Safaris in Kenya.

• Locate Kenya as a Safari destination on a world map or a map of Africa.

• Describe the characteristics of a safari trip.

• Analyse the problems caused by tourism on people, wildlife and the environment in Kenya.

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3.5.1 Rocks and Soils Quarrying – benefits and problems.

• Aware of the advantages and problems of quarrying limestone with special reference to Malta.

• Identify possible solutions to problems of quarrying including rehabilitation.

3.5.2 Coasts Physical management of the coast.

• Aware of the attempts that are carried out to manage the coast by the use of concrete sea walls, boulder barriers, groynes and beach nourishment.

3.5.3 Energy Resources World energy consumption: the demand for resources.

• Define the term natural resources.

• Analyse the increase in demand for natural resources.


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3.5.4 Non-renewable energy resources. Coal, oil, natural gas, nuclear - advantages and disadvantages.

• Know the meaning of the terms non-renewable energy resources and fossil fuels.

• Aware of the advantages and disadvantages of coal, oil, natural gas, and nuclear energy.

3.5.5 Fuelwood and the cycle of environmental deprivation in LEDCs.

• Realising that fuelwood is still in demand in some of the LEDCs.

• List the different uses of fuelwood.

• Interpret the cycle of environmental deprivation.

3.5.6 Impacts of energy demand: Global Warming – causes and effects.

• Know the meaning of the term Global Warming.

• Understand the natural greenhouse effect.

• Aware of what is causing global temperatures to rise, namely carbon dioxide, nitrous oxide, methane, CFCs (greenhouse gasses) and deforestation.

• Able to explain the effects of global warming on the world.

• Explore what can be done to reduce greenhouse gasses emissions.


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3.5.7 Impacts of energy demand: Acid Rain.

• Aware of the causes of acid rain, namely the release of sulphur dioxide and nitrogen oxide.

• Know the difference between dry and wet deposition.

• Understand the pH scale.

• Describe the effects of acid rain on lakes and rivers, forests, farming, ground water, and buildings. Describe the health risks involved.

• Explore what can be done to reduce the problem of acid rain.

3.5.8 Case Study: Oil and the Environment: Trans-Alaskan oil pipeline and the Exxon Valdez oil spill (1989).

• Locate and find the position of the following on a map of Alaska: Valdez; Prudhoe Bay; and Trans-Alaskan pipeline.

• Analyse the problems that were overcome before oil could be transported out of Alaska.

• Aware of the solutions found to overcome the above mentioned problems and lessen the impact on the environment.

• Account for the 1989 Exxon Valdez oil spill disaster.

• Aware of the extent of the spillage and its effect on the physical environment and economy of this fragile region.


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3.5.9 Renewable energy resources: Hydro-electric power, Solar, Geothermal, Wind, Tidal, Biogas/biomass – advantages and disadvantages.

• Know the meaning of the terms renewable and alternative energy resources.

• List the various types of renewable energy resources including hydro-electric power, solar, geothermal, wind, tidal, and biogas/biomass.

• Explore the means by which the above-mentioned renewable resources are harnessed.

• Appreciate the advantages and consider the disadvantages of hydro-electric power, solar, geothermal, and wind.

3.5.10 Case Study: An HEP station Itaipù or Aswan High Dam.

• Locate an important HEP station on a map of the world.

• Analyse the reasons for the choice of its location regarding the main requirements for building this HEP station.

• List the reasons why this multi-purpose project was constructed.

• Appreciate the advantages and consider the disadvantages of this HEP scheme.

3.5.11 Sustainable energy resources – energy efficiency.

• Aware of measures taken to protect the earth’s resources for better sustainability, including conservation, recycling, greater efficiency in use, developing renewable resources etc.


Loca

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3.6.1 Lines of longitude and latitude – how they are measured. Locating the main lines of longitude and latitude.

• Understanding the origin of latitude and longitude.

• Know the position and locate on a world map the main lines of latitude and longitude including: Prime /Greenwich Meridian (0o), International Date Line (180o), Equator (0o), North Pole (90oN), South Pole (90oS), Tropic of Cancer (23½oN), Tropic of Capricorn (23½oS), Antarctic Circle (66½oS), and Arctic Circle (66½oN).

3.6.2 The location of all seven continents and five oceans.

• Know the position and locate on a world map the continents including: North America, South America, Europe, Africa, Asia, Oceania, Australasia, Antarctica.

• Know the position and locate on a world map the oceans including: Arctic Ocean, Pacific Ocean, Atlantic Ocean, Indian Ocean, Southern (Antarctic) Ocean.

3.6.3 The location of these major seas; the Gulf of Mexico, Caribbean Sea, North Sea, Baltic Sea, Caspian Sea, Mediterranean Sea, Black Sea, Red Sea, Arabian Sea, Bay of Bengal, Coral Sea, Persian Gulf.

• Know the position and locate on a world map the major seas including; the Gulf of Mexico, Caribbean Sea, North Sea, Baltic Sea, Caspian Sea, Mediterranean Sea, Black Sea, Red Sea, Arabian Sea, Bay of Bengal, Coral Sea, Persian Gulf.


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3.6.4 The major Ocean Currents: the Northern and Southern Equatorial Currents, the North Pacific, Californian, Peruvian, Kuro Siwo in the Pacific Ocean, the Gulf Stream, North Atlantic Drift, Labrador, Brazil and Benguela Current in the Atlantic Ocean.

• Know the position and locate on a world map the major warm sea currents including; the Northern and Southern Equatorial Currents, Kuro Siwo, the Gulf Stream, North Atlantic Drift, Brazil Current.

• Know the position and locate on a world map the major cold sea currents including; the North Pacific, Californian, Peruvian, Labrador, and Benguela Current.

3.6.5 Location of these countries and their capital cities: a. All the Mediterranean

countries. b. All the EU countries. c. These countries:

Canada, USA, Mexico, Brazil, Argentina, Venezuela, Sudan, Democratic Republic of Congo, South Africa, Kenya, Egypt, Saudi Arabia, Iraq, Iran, India, China, Japan, Russia, Bangladesh, Indonesia, Australia.

• Know the position and locate on a map all the Mediterranean countries together with their capital cities.

• Know the position and locate on a map of Europe all the countries of the European Union.

• Know the position and locate on a map of the world the following countries: Canada, USA, Mexico, Brazil, Argentina, Venezuela, Sudan, Democratic Republic of Congo, South Africa, Kenya, Egypt, Saudi Arabia, Iraq, Iran, India, China, Japan, Russia, Bangladesh, Indonesia, Australia.

• Know the capital cities of the above-mentioned countries. Locating their exact

position is not required.


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3.6.6 Tourist destinations; Coastal: Spain, Caribbean. Cultural: Greece, Egypt, Malta. Ice: Alps, Rockies, Pyrenees. Pilgrimage: Mecca, Rome, Holy Land. Safari: Kenya, South Africa.

Know the position and locate on a world map important tourist destinations including: (Coastal) - Spain and the Caribbean; (Cultural) - Greece, Egypt and Malta; (Ice) - Alps, Rockies, and the Pyrenees; (Pilgrimage) Jerusalem, Mecca, Rome and (Safari) - Kenya and South Africa.

3.6.7 Energy resource rich countries: USA (Alaska), China, Russian Federation, Canada, South Africa, Saudi Arabia, Venezuela, Indonesia, Iran, Libya, Mexico, Nigeria.

• Know the position and locate on a world map the energy resource rich countries including; Alaska (USA), Canada, USA, Mexico, Venezuela, China, Russian Federation, South Africa, Saudi Arabia, Indonesia, Iran, Libya, Nigeria.

3.6.8 Location of megacities.

• Know the position and locate on a world map the following cities with a population of more than 10 million inhabitants including: New York, Los Angeles, Mexico City, São Paolo, Buenos Aires, Lagos, Tianjin, Beijing, Shanghai, Seoul, Tokyo, Osaka-Kobe, Jakarta, Mumbai, Calcutta, Karachi


Scheme of Assessment

Assessment consists of:

Summative assessment in geography (option) at year 9 carries 60% of the total mark. It consists of a

one and a half hour written exam set at the end of the scholastic year.

School-based assessment carries 40% of the total marks and consists of TWO tasks of equal weighting,

i.e. 20% of the total mark each. These tasks are set during the scholastic year.

Summative assessment: (60% of the total mark)

The Annual Examination Paper (100 marks; 1 hours)

The Year 9 annual examination paper for Geography (Option classes) will consist of one common

graded paper of 1 hour 30 minutes duration carrying 60% of the final mark and set by the Directorate

for Learning and Assessment Programmes. The paper will be set in English. Candidates will be required

to answer all questions. The use of non-programmable calculators, geometrical instruments and pencil

colours are permitted during the examination. When questions on topographical maps are set,

conventional map symbols will be provided.

The examination paper will carry a total of 100 marks. Questions will be set on all the six strands and

the outcomes of learning as indicated in the syllabus. The table below shows the mark allocation for

each strand.

Strand of Learning No. of questions Marks

Map Reading and Interpretation 1 12

Location and Places 1 8

Weather and Climate 2 20

Landforms and Processes 2 20

Socio-Economic Human Systems 2 20

Environmental Concerns 2 20

Total 100

Examination questions will be structured with degrees of difficulty, including objective questions

(e.g. completion, true/false, multiple choice questions, cloze questions), labelling of maps and

diagrams, resource based questions involving data response and problem solving as well as free

response writing. The questions set will assess the students’ understanding and application of the

main geographical concepts and knowledge, the acquisition of basic geographic skills and the

development of attitudes and values in all the strands of learning. Candidates will be required to

answer all questions.


School-Based Assessment (40% of the total mark)

School-based assessment (SBA) consists of a fieldwork report and another practical assignment which

can take the form of any ONE of the following:

(i) Presentation (oral and written);

(ii) Case Study Investigation Report;

(iii) Site Visit Report; or another

(iv) Fieldwork Report.

SBA will be used to evaluate skills that cannot be assessed by a conventional summative examination.

It is recommended that a significant proportion of SBA will be done in class under direct teacher

supervision. These assignments will be set and marked by the teacher. Since fieldwork is considered

as an integral part of this learning programme one of the tasks in Year 9 should consist of a fieldwork

activity.

The table overleaf indicates the two school-based assignments that should be carried out in Year 9.

Schools may be asked to present assignments for moderation purposes. Each school-based

assignment is marked out of 100 marks but will carry 20% of the total mark. The total mark of these

two assignments will contribute to 40% of the total marks of the examination.

The school-based assignments will be based as follows:

Conducted in Total Exam

Weighting

Assessment Modes and Learning Outcomes

SBA 1 Year 9 20% Compulsory – Fieldwork Report

- related to any aspect or aspects covered in the Year 9 syllabus.

SBA 2 Year 9 20% Mode: (any one from) presentation (oral and written), case study investigation report, fieldwork investigation or site visit report.

- related to any Learning Outcome of the Year 9 syllabus.


Presentation of School-Based Assessment

School-based assessments may be presented in any one of the following formats. Each mode of

assessment is explained below indicating clearly what is expected and how the final product is to be

presented.

Fieldwork Report - COMPULSORY

100 marks

20% of total marks

Each student should present a fieldwork report related to any aspect or aspects covered in the Year 9 syllabus. The report should be between 800 and 1000 words long and must be submitted in English. It should include evidence of geographical skills such as collection and analysis of data, well-annotated illustrations, graphs and maps. The aims, methods and conclusions of the report should be stated and developed in the text. Candidates may also collect relevant secondary data that is relevant to the investigation. Teachers are reminded that they are to guide and support students through adequate preparation, organisation and follow-up of the fieldwork. In line with assessment for learning strategies, students’ first draft is to be discussed and feedback on how to improve it should be given before the final version is submitted for marking. Over the three-year course, the three reports should include at least one physical and one human aspect from two different locations. The fieldwork investigation report should include:

Clear definition of aims and objectives;

Location of study (including maps and description of the local area being studied);

Observation and data collection;

Presentation of data (such as maps, sketches, graphs, tables, annotated diagrams, captioned photographs);

Development and analysis of findings;

Conclusion and evaluation.

At this level, fieldwork in schools can be organised on a class basis so the location may be common for all students. Students may work collaboratively when collecting data in the field, but any additional work should be completed individually. Each candidate must present an individual report.

Fieldwork suggestions Coastal Processes

Xrobb l-Għaġin Nature Park and Sustainable Development Centre located at the south east of Malta within the locality of Marsaxlokk provides students the opportunity to study coastal processes in an exciting and engaging way. Here students can study a stretch of coastline to get first hand experiences of a diverse range of erosional and depositional features such as sandy beaches, rocky coasts, cliffs, headlands, arches, stacks and wave-cut platform. They can investigate human activity along the coast and conflicts that may arise.

Students may be asked to observe a coastal stretch of land and collect data on any one

or more of the following aspects:

geological formation of the area;

how geology influences coastal features;

processes of coastal erosion including abrasion, hydraulic action, corrosion and attrition;

study of landforms such as cliffs, caves, arches, stacks, wave-cut platforms;

wave transport and the formation of beaches;

study of human interference and land use along this stretch of coastline.


Presentation (oral and written)

100 marks 20% of total marks

A presentation must contain student responses to a focused task from a selected learning outcome. Students must present their work and findings in a multimodal presentation that includes spoken and written explanations in response to the inquiry question set by the teacher. Students may use a visual presentation software to present their ideas with images, animation and/or sound. Besides texts, presentations must contain any of the following visual aids in the form of images, graphs, thematic maps and/or diagrams. However, students may present their work by other modes, such as charts, artefacts or models. Students are expected also to give an oral presentation of about 5 minutes including a reasoned argument based on the theme being investigated. They will be expected to communicate their findings in a clear and coherent form. Learners will be credited for accurate use of geographical vocabulary and logical structure of their work. Written part is to be of about 200 words. Students are marked on:

Explanation of ideas and information

Presentation aids

Organisation and written report

Communication and presentation skills

Response to audience questions Students should be able to:

Critically navigate between secondary sources and select information effectively;

Present findings graphically using a range of techniques such as sketch maps and graphs;

Communicate through a variety of digital devices and applications;

Use language to present their thinking logically and clearly and can talk to engage an audience; and

Use spoken language to share ideas.

Presentation suggestions

Produce a presentation, describing the causes and possible effects of global warming. Present your findings in a multimodal presentation that includes spoken and written presentation. Your target audience is students of your age. Conduct research and design your work by including some written details, photographs, graphs and/or maps. You may include the following:

Causes of global warming;

Evidence that global warming is actually happening;

Changes to the world’s weather and climate;

The impacts of rising sea-levels; and

How global warming can be reduced.

Investigate an underground cave and present your findings in a multimodal presentation that includes spoken or written explanation. Use secondary sources of information such as books, DVD’s, internet sites to conduct research and design your presentation by including some written details, photographs, graphs and maps. You may include the following:

information and facts on the cave;

a map indicating the location;

description of underground karst features observed in a cave;

description of how these features were formed; and

images of the cave accompanied by captions

Case study examples: – Jewel Cave, Wind cave, Lascaux Cave, Mammoth cave, Postonja cave, Sistema Sac Actum


Case Study Investigation Report


A case-study report must consist of a study of a geographical phenomenon in a selected place. A case study investigation should consist of a piece of writing to assess students’ understanding of geographical concepts and skills as they apply to one or more assessment criteria from a specific learning outcome. Students are required to use secondary sources and select relevant and accurate information and data to investigate the geographical process and spatial location of the area under study. Preferably, case study examples should be recent, selecting events that students remember or that have occurred within their lifetime. Students are to illustrate their work with captioned images, maps, annotated diagrams and other relevant data. Findings can be presented in different formats, such as illustrated essays, brochures, flyers, letters and newspaper articles etc. Each research ought to include bibliographical references to sources consulted (e.g. books, articles and websites). There is a word guidance of about 200 words for this component. Teachers should provide clear guidelines by specifying the issue to be studied, suggesting possible sites and resources, and how to analyse and present data. The use of Information technology in research and presentation is highly recommended. Marks are assigned according to the student’s ability to:

Research material relevant to the investigation and show knowledge and understanding of relevant concepts, ideas and facts;

Select appropriate illustrations, maps and diagrams;

Organise ideas logically; and

Interpret and relate the information obtained.

Students should be able to:

Use secondary sources of evidence such as statistical data, newspaper extracts and brochures, independently, to find out about geographical global trends and their worldwide impact;

Use aerial photos, maps, the internet, interactive maps and software to locate various key physical and human features related to the case study;

Select, use and combine information from a range of sources;

Present findings graphically such by using sketch maps and graphs;

Report and comment on current events to show their understanding of geographical interactions in the real world.

Case Study suggestions

Investigate the economic and environmental impacts of the Exxon Valdez oil spill disaster at the Prince William Sound, Alaska in March 1989. Present your findings in any one of the following formats: an illustrated essay, a brochure, flyer, letter or newspaper article. Research work should include the following:

A map to locate the position where the disaster occurred;

Factors leading to the disaster;

Sequence of events leading to the disaster;

A map to show the extent of the oil spill;

Information and facts on the disaster accompanied with captioned images;

Environmental impacts of the disaster;

Economic impacts of the oil spill.


Investigate coastal processes and landforms on the Australian coast within the Port Campbell National Park and present your findings in a form of a newspaper article. Research work should include:

a regional map;

description of the spectacular features (e.g. the Twelve Apostles, London Bridge now known as London Arch) and the processes responsible for their formation;

Sequence of events that occurred to produce these features;

Annotated diagrams and sketches to illustrate these unique landforms;

Captioned images of the area.


Site visit Report


Reports must be compiled by individual candidates and based on experience gained during the visit organised by the school directly related to one of the outcomes as indicated in this learning programme. The report should be supplemented with a map indicating clearly the site, photographs taken by the students themselves, and when appropriate accompanied with statistics, graphs, sketches and/or diagrams. Planning is the key to hosting a successful site visit. Teachers need to discuss the purpose of the site visit and how it relates to the learning programme. The teacher needs also to discuss with students how to ask good questions while on site to gather information during the visit. Teachers have the task of adding a geographical dimension to the visit. This is because very often explanations are delivered by professional staff which may be too difficult for students to grasp. It is recommended that teachers visit and interview a member of the senior management before the visit to prepare related worksheets to be completed by students during the visit. There is a word guidance of about 200 words for this task. Each report should be organised under the following headings:

Aim of the visit;

Observations and data collected (including worksheets and other material related to the visit);

Additional Information (this may be obtained from secondary sources); and

Summary and evaluation of experience (this should include background information about any geographical concept/s employed during the visit).

Students should be able to:

Study and report on a physical and/or human geographical issue in a particular locality;

Select, use and combine information from a range of sources;

Use aerial photos, maps, the internet, interactive maps and/or software to locate any key physical and/or human features of the area under study;

Present and communicate findings, information and ideas using appropriate terminology with the help of maps, visual images and/or graphical techniques and/or ICT; and

Reach and communicate conclusions that are consistent with the evidence.

Site visit suggestion

Site visit to Meteorological Office to explore how weather data is collected and

forecasted. Candidates need to:

Describe how weather data from satellite images, radar, remote sensors and weather stations all over the world is collected;

Describe how the meteorologist analyses and presents the information to customers in the form of weather news, briefings and maps;

Locate the site on an appropriate map;

Take photographs that depict different parts, sections aspects of the site;

Research additional information from books and the Internet about the site; and

Present a hard copy of material produced during and as a follow-up of the site visit, bound or gathered together in a file.


Marking Criteria: School-Based Assessment

For the school-based assignments, teachers must mark the finished product in accordance with the

criteria set out in the mark scheme which allocates marks out of a total of 100.

MARKING CRITERIA – FIELDWORK REPORT

Maximum 100 marks (20%)

Clear definition of aims and location of study (1 -15 marks)

1 – 5 marks 6 – 9 marks 10 – 15 marks

Unclear aims and the study area is described in a basic manner.

Less clearly stated aims. Location map provided but not detailed enough.

Aims are clearly defined using a focused statement. Study area is described in detail.

Observations and data collection (1 – 20 marks)


Limited evidence of data collection. Methods and instruments used are very briefly described.

Candidate collects some relevant information in the field. Methods of data collection and equipment described but lacking detail. Limited justification of the methods used for data collection.

Candidate carries out appropriate data collection techniques and describes in detail methods used to collect data, including reference to the equipment used. Sequence of investigation is explained clearly. There is justification of the methods used to collect data in the field.

Presentation of data (e.g. graphs, tables, labelled photographs and maps) (1 – 25 marks)


A limited range of presentation techniques used which may be inappropriate. Lacks accuracy, neatness and clarity. Illustrations and diagrams are not integrated with the text. There is no reference to illustrations in the text. Presentation is poor.

A range of appropriate presentation techniques used, with some inaccuracies. Illustrations and diagrams are satisfactorily integrated into the text, not well captioned and not placed appropriately. Presentation is good.

A wide range of appropriate presentation techniques used which are accurate, relevant, clearly labelled and titled. Illustrations are well integrated into the text, well captioned and placed appropriately. Presentation is excellent.

Development and analysis of findings (1 – 25 marks)


A very limited attempt to describe the data collected with a limited range of specialised terms used.

Data collected is described using geographical terminology which may be limited to just descriptive statements.

Clear and thorough explanation of the findings supported by comprehensive data using a wide range of geographical terminology. Analytical comments which draw together the student’s findings are available.


Organisation (1 – 5 marks)

1 mark 2 – 3 marks 4 – 5 marks

Meets little of the requirements for what should be included in the report. Work may be incomplete, fragmented and not organised in a logical structure.

Meets some of the requirements for what should be included in report regarding word limit, structure, page numbering and references.

Meets all the requirements for what should be included in the report. The report is within the word limit, presentation is neat and well-structured (illustrations and pages are numbered) and references used follow standard conventions.

Conclusion and evaluation (1 - 10 marks)


Conclusion shows little relation to the aim of the study. There are no suggestions for improving the fieldwork.

Simple conclusions are drawn relating to the original scope of the enquiry. There is limited evaluation of the investigation and weak suggestion for improving the fieldwork.

Conclusions are valid and accurate and refer to the original scope of the fieldwork. Detailed evaluation of the investigation is presented suggesting ways for improving the fieldwork.


MARKING CRITERIA – PRESENTATION (Oral and Written)


Explanation of ideas and information (Content)


Provides very basic content knowledge with very limited use of terminology. Aims are unclear. Demonstrates limited understanding of most of the basic concepts of the topic.

Outline relevant information using limited use of geographical terminology. Less clear aims. Demonstrates a good understanding of the topic.

Provides comprehensive information of content using appropriate geographical terms. Aims are clear and relevant to the theme. Demonstrates excellent understanding of topic.

Presentation Aids/Collection of Information


Collects basic information from limited sources. Student uses superfluous graphics which rarely support the presentation. Little evidence of planning. Resources used are more decorative and do not add to the content. Presentation is poor.

Collects and records relevant information from a few secondary sources. Preparation about adequate. Uses some clear illustrations and graphics to enhance the presentation. Presentation is good.

Collects and records detailed information from a range of secondary sources. Shows evidence of effective research and preparation. Visual aids prepared to a high standard. Uses various Illustrations/ artefacts which are appropriate and reinforce presentation. Resources are well integrated in the presentation. Presentation is excellent.

Organisation and Written report


Work is fragmentary and lacks any logical structure or continuity. Sections do not link with each other or build on the previous ones. Uses time poorly, the presentation is too short or too long. Written report or the text on the slides is poorly presented with a few facts about the topic. The content including pictures and diagrams are cluttered and confusing.

There is some logical structure and flow with defined sections so that each section links with the previous one, although not always in a manner which enables the audience to follow the development of the presentation. Times presentation well but may spend too much or too little time on an idea. Written report or the text on the slides is adequately presented with some valid statements and some explanations.

Student presents information in a logical, interesting sequence which audience can follow. Clear structure from the outset with sections that build and link with each other. Length of the presentation conforms to allotted time frame. Written report or the text on the slides is very well presented, appropriate with reasoned explanations and comments. It is supported with clear pictures, graphs and other aids. Evidence of extensive research.


Communication/Presentation skills


Lacks clarity with very limited use of correct vocabulary. Student reads most of the report with little or no eye contact.

Communicates information in a somewhat clear, audible voice but with limited use of terminology. Student occasionally uses eye contact and frequently returns to notes.

Communicates information in an extremely clear, audible voice using correct terminology. Student makes constant eye contact with the audience and seldom returns to notes.

Response to audience questions


Student is uncomfortable with information and answers only rudimentary questions demonstrating a lack of knowledge.

Student answers most class questions but fails to elaborate demonstrating some incomplete knowledge.

Student responds well to class questions with explanations and elaboration demonstrating excellent knowledge and engagement with the topic.


MARKING CRITERIA – Case Study Investigation Report


Knowledge with Understanding (1 – 25 marks)


Case study contains some irrelevances from the theme chosen. Describes information in a rather simple way. Makes inappropriate or little connection between the identified issues/problems and the concepts studied. Shows little understanding of the topic.

Outlines some relevant information on the theme and occasionally fails to focus on the chosen theme. Makes appropriate but somewhat vague connections between the identified issues/ problems and the concepts studied. Demonstrates understanding of some basic concepts of the theme.

Content is relevant and focused on the theme. Provides comprehensive information showing evidence of extensive reading on the topic. Makes appropriate and strong connections between the identified issues/problems and the concepts studied. Demonstrates excellent understanding of the theme.

Collection of Information (1 – 25 marks)


Collects basic information from limited sources. Little evidence of planning and use of geographic terminology. All resources used such as maps, diagrams, graphs, tables, images have little relevance for the assignment and no reference is made to in the text. Resources used do not add value to the presented content.

Collects and records relevant information from a few secondary sources. All resources used such as maps, diagrams, graphs, tables, images are relevant for the assignment, but little reference is made to in the text. Provides evidence for the use of some geographic terminology.

Collects and records detailed information from a range of secondary sources. Shows evidence of effective research and preparation. All resources used such as maps, diagrams, graphs, tables, images are relevant for the assignment and proper reference is made to in the text. Provides evidence for a comprehensive use of geographic-related terminology.

Organisation and Presentation (1 – 20 marks)


Work is fragmentary and lacks any logical structure or continuity. The presented content, including pictures, diagrams, mind maps and photo analysis are below the expected standard. Presentation of the case study is poor.

The presented work contains some logical structure and provides evidence for the employment of some illustrations, diagrams and other aids. Presentation of the case study is good.

Information is presented in a logical and sequential manner. Work is well-written and structured and is supported by clear, captioned pictures, graphs and other aids. Length of the case study conforms to that stipulated. Case study is well presented.


Research, Referencing and Bibliography (1 – 10 marks)


Supplements case study with little research and documentation of sources. No bibliography.

Supplements case study with some research and documents some sources of information. Limited bibliography.

Supplements case study with relevant and thoughtful research and documents all sources of information. Full bibliography.

Analysis of Data (1 – 20 marks)


Display a very limited ability to analyse data and draws only superficial conclusions.

Performs some data analysis and draws-up some statements about the information collected.

Presents an insightful and thorough analysis of collected data, presents analytical comments and reasoned explanations and comments.


MARKING CRITERIA – SITE VISIT REPORT


Data collection on site (1 – 30 marks)

1 - 9 marks 10 – 19 marks 20 - 30 marks

Limited evidence of data collection and work sheets not filled in. Lack of evidence regarding scope of visit.

Information gathered lacks detail and work sheets are not all filled in. Ambient noise and overall sights are ignored.

Collects and records detailed information from impressions gathered and on-site demonstrations. Ambient noise and overall sights are noted.

Additional information (1 – 20 marks)

1 – 6 marks 7 – 12 marks 13 - 20 marks

Additional information is lacking with only pamphlets distributed on site included. The venue is not adequately located.

Collects some basic additional information from limited sources. Location map of the venue is provided but not detailed enough.

Collects and records a range of data from valid secondary sources such as on-site pamphlets, library sources, internet, etc. These are integrated into the write-up. An annotated map of the venue and study area is also included.

Presentation of information (1 – 20 marks)

1 – 6 marks 7 – 12 marks 13- 20 marks

A limited range of presentation techniques used which may be inappropriate. Lacks accuracy, neatness and clarity. Illustrations and diagrams are not integrated with the text. There is no reference to illustrations in the text. Presentation is poor.

A range of appropriate presentation techniques used, with several inaccuracies. Illustrations and diagrams are satisfactorily integrated into the text, not well captioned and not placed appropriately. Presentation is good.

A wide range of appropriate presentation techniques used which are accurate, relevant, clearly labelled and titled. Illustrations are well integrated into the text, well captioned and placed appropriately. Presentation is excellent.

Aim of visit (1 – 10 marks)

1 - 3 marks 4 – 6 marks 7 – 10 marks

Aim is very basic and identifies only with the site and not its location. Understands only basic factual knowledge.

Aim is not clear enough but has a link with limited geographical terminology. Factual knowledge interpreted through geographical knowledge.

Aim clearly defined. Shows a clear understanding of scope and utility of site during the visit.


Analysis and Conclusion (1 – 20 marks)

1 - 6 marks 7 – 12 marks 13 -20 marks

Displays a very limited ability to grasp the purpose of visit and shows hardly any links to aim of visit.

Moderate ability to integrate data collected and additional information with analytical comments.

Integrates the data collected and additional information into analytical comments showing a broad range of understanding, evaluation and interpretation to form a basis for lifelong learning.


Sample Paper


DEPARTMENT FOR CURRICULUM,

RESEARCH, INNOVATION AND LIFELONG LEARNING

Directorate for Learning and Assessment Programmes

Educational Assessment Unit

Annual Examinations for Secondary Schools SAMPLE PAPER

YEAR 9 GEOGRAPHY (OPTION) TIME: 1h 30min

Name: _____________________________________ Class: _____________

Instructions to candidates

Answer all questions in the space provided. Write your answers neatly and in good English.

Credit will be given for relevant illustrations. The marks for individual questions are shown in

brackets e.g. (4). The total mark for this paper is 100. The use of blank paper, pieces of string,

magnifying glass and calculators is allowed.

For examiner’s use only.

Question

No. 1 2 3 4 5 6 7 8 9 10 Total

Maximum

Mark 12 8 12 8 10 10 10 10 10 10 100

Score

Question 1 – Map reading

77 78 79 80 81 82 83

Figure 1

63

62

61


a. The area shown by the map in Figure 1 is a popular tourist resort.

i. Name two physical attractions that draw tourists to this place. Give the 6 figure grid

reference for each.

Physical Attraction 6 figure grid reference

ii. Name two other attractions built on purpose to make the place more attractive to

tourists. Give the 6 figure grid reference for each.

Human Attraction 6 figure grid reference

(8)

b. What coastal landform is found at each of the following location? Choose from:

island headland stacks sandy beach

Pentire Point East

Fistral

Flory

The Goose

(4)

Question 2 – Location and Places

a. Name the seas marked 1 to 4 on the given map of the world, Figure 2, on page 3.

Sea 1

Sea 2

Sea 3

Sea 4

(4)


Figure 2

b. Name the countries marked by the letters A to D.

Country A

Country B

Country C

Country D

(4)

1

2 3

4

A

B

C

D


Question 3 – Weather and Climate

The following table shows the mean monthly temperatures in degrees Celsius (oC).

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

19 19 22 25 29 34 36 36 32 29 24 20

a. Calculate the mean annual temperature.

…………………………………………………………………………………………………..

(2)

a. Calculate the mean annual range of temperature.

………………………………………………………………………………………………….

(2)

c. The temperature graph below is incomplete. Continue the graph by plotting the

temperatures for the months of September, October, November and December.

(4)

d. Name and explain two factors which can affect the temperature of a place.

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………

(4)

0

5

10

15

20

25

30

35

40

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

Degrees Celsius

°C


Question 4 – Weather and Climate

Look carefully at the diagram shown below.

a. Put the following in the correct order to describe how rain is forming in the diagram.

Precipitaion; Air forced to rise; Condensation, Air cools as it rises

...........................................................................

...........................................................................

...........................................................................

...........................................................................

........................................................................... (5)

b. What do we call this type of rainfall shown by the above drawing?

............................................................................ (1)

c. The picture below shows the Stevenson screen. Give two main characteristics of the

Stevenson screen.

(2)

.....................................................................................................

.....................................................................................................

.....................................................................................................

.....................................................................................................

.....................................................................................................


Question 5 - Landforms and Processes

a. Weathering of rocks can be physical, chemical or biological. Say what type of weathering

is taking place in each of these sentences.

Animals and plants can wear away rocks. .................................................

The changes in temperature cause freezing and thawing. .................................................

Minerals in rocks may react with the rainwater, causing the rock to be weathered.

................................................. (3)

b. Explain the process of exfoliation (also known as onion-skin weathering) by referring to

Figure 3.

Figure 3

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

………………………………………………………………………………………………….

………………………………………………………………………………………………….

(5)


c. Tick () two places where exfoliation (onion-skin weathering) is more common.

(2)

Question 6 – Landforms and Processes

Figure 4 shows a wave cut platform.

Figure 4

a. Label figure 4 with the following features.

wave cut platform cliff recession (2)

b. Explain one way by which waves can attack and erode the cliff face.

………………………………………………………………………………………………….

………………………………………………………………………………………………….

………………………………………………………………………………………………….

(2)

c. Explain how the wave cut platform is formed.

………………………………………………………………………………………………….

………………………………………………………………………………………………….

………………………………………………………………………………………………….

………………………………………………………………………………………………….

………………………………………………………………………………………………….

(6)

Malta

Sahara Desert

The Alps

Atacama Desert

Iceland


Question 7 - Socio-Economic Human Systems

Read carefully the following extract from BBC News on migration. Then answer the

questions below.

There has been an increase in the

numbers of migrants crossing the

Mediterranean. While some 60,000

reached European shores in 2013, so

far more than 130,000 have arrived

in 2014.

The majority of migrants head for

Italy, prompting a crisis that the

country's navy, coast guard and

immigration facilities are all

struggling to handle.

Last October, 366 people died off the

Italian island of Lampedusa when the fishing boat they were travelling in from Libya capsized.

Nearly all the victims were Eritrean. Migrants crossing in the central Mediterranean - from Libya

and Tunisia - have until recently come mostly from Eritrea and Somalia, although increasing numbers

of Syrians fleeing the country's civil war are also making the journey.

a. Name two receiving countries from the Mediterranean Region.

………………………………………………………………………………………………….

b. Why are the migrants leaving their country of origin?

………………………………………………………………………………………………….

………………………………………………………………………………………………….

c. What is attracting the migrants to Europe?

………………………………………………………………………………………………….

………………………………………………………………………………………………….

d. Name two economic impacts of migration on the receiving countries?

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..


e. What is the difference between voluntary and forced migration?

………………………………………………………………………………………………….

………………………………………………………………………………………………….

(10)

Question 8 – Socio-Economic Human Systems

Examine Figure 5 showing the population density in Brazil. Then answer the questions.

Figure 5


a. Indicate whether the following regions of Brazil have high or low density of population.

The Coastal region .................................................

The Interior .................................................

(2)

b. Give two reasons for the high density of population in the cities of Rio de Janeiro and São

Paulo.

…………………………………………………………………………………………………

………………………………………………………………………………………………….

(4)

c. Give two reasons for the low population density in the centre of Brazil.

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

(4)

Question 9 – Environmental Concerns

Imagine that as a junior reporter you attended the COP21 meeting in Paris on Climate

Change.


Explain to your young audience the following points:

a. What has caused the problem of global warming which is leading to climate change?

………………………………………………………………………………………………….

………………………………………………………………………………………………......

………………………………………………………………………………………………….

………………………………………………………………………………………………......

(3)

b. Name three effects of global warming.

………………………………………………………………………………………………….

………………………………………………………………………………………………….

………………………………………………………………………………………………......

………………………………………………………………………………………………......

(3)

c. How can world leaders lessen the effects of global warming?

………………………………………………………………………………………………..…

…………………………………………………………………………………………………..

………………………………………………………………………………………………......

(2)

d. How can young citizens also help to lessen the problem of global warming?

………………………………………………………………………………………………….

…………………………………………………………………………………………………..

………………………………………………………………………………………………......

(2)


Question 10 – Environmental Concerns

When the hydro-electric power station of Itaipú and Aswan High Dam were built not all the

local people were in favour of these projects.

HEP station Itaipú Aswan High Dam

a. Choose either the Itaipú HEP station or the Aswan High Dam and in the table below list

two disadvantages and two advantages related to this HEP project.

Name of HEP Project .................................................

Disadvantages Advantages

(8)

b. Are you in favour or against the building of a huge Hydro-Electric Power Station such as

that of Itaipú or the Aswan High Dam? Explain why.

………………………………………………………………………………………………….

…………………………………………………………………………………………………..

......................................................................................................................................................

......................................................................................................................................................

(2)


Documents

GEOGRAPHY OPTIONS SYLLBUS – FORM 3 · 3.1.2 Recognition of landforms resulting from marine erosion and deposition. ... 3.3.8 Coasts Wave motion – the swash and backwash • Able