WJEC Eduqas GCSE (9-1) In GEOGRAPHY A
GCSE GEOGRAPHY A 1WJEC Eduqas GCSE (9-1) inGEOGRAPHY AFor teaching from 2016For award from 2018PageSummary of assessment21.Introduction1.1 Aims and objectives1.2 Prior learning and progression1.3 Equality and fair access33442.Subject content2.1 Component 12.2 Component 22.3 Component 35612183.Assessment3.1 Assessment objectives and weightings3.2 Fieldwork statement2424254.Technical information4.1 Making entries4.2 Grading, awarding and reporting262626Appendix AUse of mathematics and statistics in geography WJEC CBAC Ltd.2727
GCSE GEOGRAPHY A 2GCSE GEOGRAPHY ASUMMARY OF ASSESSMENTComponent 1: Changing Physical and Human LandscapesWritten examination: 1 hour 30 minutes35% of qualificationSection A: Core ThemesTwo structured, data response questions assessing CoreTheme 1 (Landscapes and Physical Processes) and CoreTheme 2 (Rural-urban Links).Section B: OptionsOne structured question (from a choice of two) assessingeither Theme 3 (Tourism) or Theme 4 (HazardousLandscapes). These themes provide additional depth and/orbreadth of study for the content assessed in the core themes.Component 2: Environmental and Development IssuesWritten examination: 1 hour 30 minutes35% of qualificationSection A: Core ThemesTwo structured, data response questions assessing CoreTheme 5 (Weather, Climate and Ecosystems) and CoreTheme 6 (Economic Development Issues).Section B: OptionsOne structured question (from a choice of two) assessingeither Theme 7 (Social Development Issues) or Theme 8(Environmental Challenges). These themes provide additionaldepth and/or breadth of study for the content assessed in thecore themes.Component 3: Applied Fieldwork EnquiryWritten examination: 1 hour 15 minutes30% of qualificationA written examination in three parts.Part A will assess approaches to fieldwork methodology,representation and analysis.Part B will assess how fieldwork enquiry may be used toinvestigate geography's conceptual frameworks.Part C will assess the application of those geographicalconcepts investigated during fieldwork to a wider UK context.TThis linear qualification will be available in the summer series each year. It will beawarded for the first time in Summer 2018.Qualification Accreditation Number: Click here to enter accreditation number. WJEC CBAC Ltd.
GCSE GEOGRAPHY A 3GCSE GEOGRAPHY A1 INTRODUCTION1.1 Aims and objectivesWJEC Eduqas GCSE Geography A develops and extends learners knowledge oflocations, places, environments and processes, at a range of different scales. It is basedon the principle that geographical education should enable learners to become criticaland reflective thinkers by engaging them actively in the enquiry process.Learners should be given the opportunity to think ‘like a geographer’ if they are givenopportunities to: think creatively, for example, by posing questions that relate to geographicalprocesses and concepts that include questioning about spatial pattern andgeographical change think scientifically by collecting and recording appropriate evidence from a rangeof sources, including fieldwork, before critically assessing the validity of thisevidence and synthesising their findings to reach evidenced conclusions thatrelate to the initial aim of their enquiry think independently by applying geographical knowledge, understanding, skillsand approaches appropriately and creatively to real world contexts. In so doingthey should appreciate that geography can be ‘messy’ i.e. that real geographydoes not always match typical or predicted outcomes.WJEC Eduqas GCSE Geography A provides opportunities for learners to understandmore about the world, the challenges it faces and their place within it. Following thisGCSE course will deepen understanding of geographical processes, illuminate theimpact of change and of complex people-environment interactions, highlight the dynamiclinks and interrelationships between places and environments at different scales, anddevelop learners’ competence in using a wide range of geographical investigative skillsand approaches. Geography enables young people to become globally andenvironmentally informed and thoughtful, enquiring citizens.Overarching geographical concepts provide a framework for the study of WJEC EduqasGCSE Geography A. These concepts should be illustrated at a variety of specifiedscales and in a variety of specified places and contexts. By posing enquiry questions,learners should relate these concepts to real world situations in order to make sense ofspatial patterns. The content of WJEC Eduqas GCSE Geography A is organised intocore themes and options. Core themes cover the required Subject Content at anappropriate level of rigour and challenge for a GCSE qualification whilst options allowlearners to develop greater breadth and/or depth of study. Learners must choose tostudy one option in Component 1 and a second option in Component 2. This thematicapproach allows some flexibility for teachers to select specific content and develop abespoke curriculum that will still enable learners to achieve the specified learningoutcomes as required by the Geography GCSE Subject Content, published by theDepartment for Education. WJEC CBAC Ltd.
GCSE GEOGRAPHY A 41.2 Prior learning and progressionThere are no previous learning requirements for this specification. Any requirementsset for entry to a course based on this specification are at the school/college’sdiscretion.This specification builds on subject content which is typically taught at key stage 3and is designed in such a way as to ensure progression in the following ways: broadening and deepening understanding of locational contexts, includinggreater awareness of the importance of scale and the concept of global a greater emphasis given to process studies that lead to an understanding ofchange a greater stress on the multivariate nature of 'human-physical' relationshipsand interactions a stronger focus on forming generalisations and/or abstractions, includingsome awareness of theoretical perspectives and of the subject’s conceptualframeworks an increased involvement of learners in planning and undertakingindependent enquiry in which skills and knowledge are applied to investigategeographical questions enhancing competence in a range of intellectual and communication skills,including the formulation of arguments, that include elements of synthesis andevaluation of material.This specification provides a suitable foundation for the study of Geography at eitherAS or A level. In addition, the specification provides a coherent, satisfying andworthwhile course of study for learners who do not progress to further study in thissubject.1.3 Equality and fair accessThis specification may be followed by any learner, irrespective of gender, ethnic,religious or cultural background. It has been designed to avoid, where possible, featuresthat could, without justification, make it more difficult for a learner to achieve becausethey have a particular protected characteristic.The protected characteristics under the Equality Act 2010 are age, disability, genderreassignment, pregnancy and maternity, race, religion or belief, sex and sexualorientation.The specification has been discussed with groups who represent the interests of adiverse range of learners, and the specification will be kept under review.Reasonable adjustments are made for certain learners in order to enable them to accessthe assessments (e.g. candidates are allowed access to a Sign Language Interpreter,using British Sign Language). Information on reasonable adjustments is found in thefollowing document from the Joint Council for Qualifications (JCQ): AccessArrangements, Reasonable Adjustments and Special Consideration: General andVocational Qualifications.This document is available on the JCQ website (www.jcq.org.uk). As a consequence ofprovision for reasonable adjustments, very few learners will have a complete barrier toany part of the assessment. WJEC CBAC Ltd.
GCSE GEOGRAPHY A 52SUBJECT CONTENTThe content of WJEC Eduqas GCSE Geography A is organised into core andoptions. Within each theme, learners are encouraged to take an enquiry approach toa range of overarching geographical concepts. The content of each component issummarised below.Component 1: Changing Physical and Human LandscapesCorethemesOptions1 Landscapes andphysical processes2 Rural-urban links3 Tourism4 Hazardous landscapesLearners should study both core themes. Itis recommended that learners spend aminimum of 20 guided learning hours oneach core theme.Learners should study one of these optionsthemes. It is recommended that learnersspend a minimum of 12 guided learninghours on the selected options theme.Component 2: Environmental and Development IssuesCorethemesOptions5 Weather, climate andecosystems6 Economicdevelopment issues7 Social developmentissues8 EnvironmentalchallengesLearners should study both core themes. Itis recommended that learners spend aminimum of 20 guided learning hours oneach core theme.Learners should study one of these optionsthemes. It is recommended that learnersspend a minimum of 12 guided learninghours on the selected options theme.Component 3: Applied Fieldwork EnquiryLearners should be given the opportunity to develop their skills of geographicalenquiry through fieldwork. They are expected to undertake two fieldwork enquiries,each in a contrasting environment: In one environment the focus of the fieldwork will be on methodology* The second fieldwork experience should take place in a contrastingenvironment. The focus of the fieldwork enquiry should be into geography'sconceptual frameworks** In each cycle the methodology and conceptual framework will be selected by WJECfrom those listed in Table A (page 21) and Table B (pages 22-23).Learners should be given the opportunity to represent geographical data using a range ofcartographical and graphical techniques. They should also be given the opportunity toanalyse a variety of maps, graphs, photographs and data sets whilst exploring the content ofeach component. The range and extent of mathematical and statistical techniques requiredby WJEC Eduqas GCSE Geography A is outlined in Appendix A on pages 27-28 of thespecification. These techniques will be assessed across all three components. WJEC CBAC Ltd.
GCSE GEOGRAPHY A 62.1 Component 1Changing Physical and Human LandscapesWritten examination: 1 hour 30 minutes35% of qualification84 marks (plus 4 marks for spelling, punctuation and grammar)Component 1 contains two core themes and two options. Learners should study bothcore themes and one of the options.Learners should be given the opportunity to develop their knowledge andunderstanding of the content set out in the key ideas, key questions and depth ofstudy detailed on pages 6-11. Examples (in italics) are to aid understanding andsuggest range, and these are not compulsory.Learners should also develop their skills in using a range of mathematical andstatistical techniques whilst preparing for this component. The depth of coveragerequired of these techniques is given in Appendix A on pages 27-28 of thespecification.Section A:Core ThemesLearners should study both of these themes.Core Theme 1: LANDSCAPES AND PHYSICAL PROCESSESLearners should be given the opportunity to develop their understanding of theconceptual framework that supports the depth of study outlined below. They should havethe opportunity to develop their understanding of cause and effect; cycles and flows;geographical futures; inter-connectedness (between human and physical processes);place/uniqueness; process and change; and scale when exploring this theme.Key Idea 1.1: Distinctive landscapes of the UKKey questionsDepth of study1.1.1 What makes landscapesdistinctive in the UK?Factors (for example scale, location, cultural, geological andphysical) that make UK landscapes distinctive. A study of onelocated, distinctive UK landscape and its smaller scale features (forexample, the Giant’s Causeway, County Antrim or the grit stone torsand dry stone walls of the Dark Peak District).1.1.2 How are physicallandscapes affected by visitorpressure?The attractions and distinctive features of one UK honeypot site.Positive and negative impacts of visitor pressure to include theprocess of footpath erosion. The concept of carrying capacity.1.1.3 How can visitor pressurebe managed?Strategies to manage visitors and repair damage to landscapes orenvironments under pressure (for example footpath maintenance). WJEC CBAC Ltd.
GCSE GEOGRAPHY A 7Key Idea 1.2: Landform process and change in UK landscapesKey questionsDepth of study1.2.1 How do processes worktogether to create landformfeatures at different scales inthe UK?How and why river landforms (of different scales) change over time.Processes of fluvial erosion, transportation and deposition whichresult in the development of landforms (including waterfalls andmeanders) with associated smaller scale features (for example, slipoff slopes in meanders and plunge pools in waterfalls).How and why coastal landforms (of different scales) change overtime. Slope and coastal processes that result in cliff retreat.Links between sediment supply, transport (including longshore drift)and deposition that have created distinctive landforms in one locatedcoastal environment in the UK. The development of distinctivecoastal features to include headlands/bays, arches, stacks and spits.1.2.2 What factors affect therates of landform change inthe UK?How factors affect rates of landform change. Geology: the local nature of rocks (for example resistance toerosion, lines of weakness and the process of corrosion). Weather events (for example catastrophic change during aspecific winter storm) and fetch. Unintended consequences of human intervention (e.g.accelerated erosion resulting from interrupting patterns oflongshore drift).Factors that contribute to contrasting rates of coastal erosion alongtwo distinctive UK coastlines (for example, the North Norfolkcoastline could be contrasted with the Jurassic Coast).Key Idea 1.3: The drainage basinKey questionsDepth of study1.3.1 Why do rivers in the UKflood?An overview of the causes and effects of flooding at the UK nationalscale and one in depth, located place study in the UK.Flows and stores of water in the drainage basin. The interrelationships between drainage basin processes (to includeinterception, infiltration, overland flow) and physical factors (forexample, weather events, effects of vegetation and geology) andhuman factors (for example, changing land use) that result in riverflooding. The analysis of hydrographs.Strategies for river channel and drainage basin management in theUK. Coverage must include ‘hard’ and ‘soft’ engineering and landuse zoning.1.3.2 What are the currentand future managementapproaches to the problem offlooding in the UK? WJEC CBAC Ltd.Conflicting views over river/floodplain management and floodplaindevelopment (for example, the building of new homes) which maylead to alternate geographical futures in the UK.
GCSE GEOGRAPHY A 8Key Idea 1.4: Distinctive landscapes beyond the UKKey questionsDepth of study1.4.1 In what ways are riverlandscapes both similar anddifferent beyond the UK?How typical UK rivers compare to rivers in the tropics (for example,River Ganges or River Nile) and sub-Arctic / Alpine regions (forexample, River Lena) in terms of scale and seasonal discharge.How climate affects rates of erosion and patterns of deposition (forexample, formation of Ganges delta).1.4.2 How do tectonicprocesses work together tocreate landform features atdifferent scales?Large scale processes (convection, subduction and divergence) atconstructive and destructive margins. Resulting large scale featuresto include rift valleys and ocean trenches.Processes which result in distinctive volcanic landscape features (forexample, volcanic vents, lava tubes or caldera).Core Theme 2: RURAL-URBAN LINKSLearners should be given the opportunity to develop their understanding of theconceptual framework that supports the depth of study outlined below. They should havethe opportunity to develop their understanding of cause and effect; cycles and flows;geographical futures; place/uniqueness; process and change; scale; spheres ofinfluence; and sustainable communities when exploring this theme.Key Idea 2.1: The urban-rural continuumKey questionsDepth of study2.1.1 How are rural and urbanareas of the UK linked?The location of significant areas of population in the UK. Theconcept of sphere of influence in relation to urban services (forexample, health care) and retailing.The process of counter-urbanisation. The reasons for thisprocess and its impact on rural settlements. Patterns ofcommuting and transport issues that arise from counterurbanisation in the UK.2.1.2 How are rural areas inthe UK changing?Impacts of urban spheres of influence and technological changeon service provision in rural areas (for example, the closure ofvillage post offices and banks). Causes and effects of ruralpoverty and deprivation and the process of depopulation ofremote rural areas. Strategies for creating sustainable ruralcommunities.Key Idea 2.2: Population change and movement in the UKKey questionsDepth of study2.2.1 How do migrant flowsaffect the UK?Political, cultural and economic reasons for contemporary migrantflows in and out of the UK. Cultural and economic impacts(positive and negative) of migrant flows into the UK.2.2.2 What are theconsequences of populationchange in the UK?Factors that affect population change in the UK includingchanging birth rates, the ageing population, and migration withinthe UK. The economic, health and social challenges created bythe ageing UK population. Political, social and economic factorsthat affect the need for future house building across the UK. WJEC CBAC Ltd.
GCSE GEOGRAPHY A 9Key Idea 2.3: Process and change in UK towns and citiesKey questionsDepth of study2.3.1 How and why isretailing changing in the UK?Economic, cultural and technological factors that have led tochanges in retailing. Costs and benefits of the development ofout of town shopping and internet shopping. A study of oneexample of re-generation of the Central Business District.2.3.2 What are some of thecontemporary challengesfacing UK towns and cities?Challenges of creating urban sustainable communities.Coverage must include issues in one brownfield context (forexample, urban regeneration of a city waterfront such asCardiff Bay) and one greenfield context (for example, thedevelopment of new communities in the Thames Gateway).Key Idea 2.4: Urban Issues in the economically developing worldKey questionsDepth of study2.4.1 What factors causemigration?Ways of measuring inequality between rural and urban areas.Push and pull factors for rural to urban migration at the nationalscale and historic or recent international migration.Study of one city located in either a Newly IndustrialisedCountry (NIC) (for example, Brazil, India, China, Indonesia) ora low income country (LIC) (for example, Ghana or Kenya) toinclude the causes and effects of its growth, and the resultingsocial, economic and cultural patterns (including patterns ofwealth).2.4.2 What are thecontemporary challengesfacing cities in thedeveloping world?Features and development of informal settlements and theinformal economy. Challenges facing developing cities.Coverage must include housing and health (for example, waterand sanitation). A study of attempts to solve these problems ata local scale in one city located in either an NIC or an LIC.2.4.3 What opportunitiesarise from urbanisation?Benefits of urbanisation in either NICs or LICs for economicgrowth, social development and globalisation. WJEC CBAC Ltd.
GCSE GEOGRAPHY A 10Section B:OptionsLearners should study one of these themes.Theme 3: TOURISMLearners should be given the opportunity to develop their understanding of theconceptual framework that supports the depth of study outlined below. They s
WJEC Eduqas GCSE (9-1) in GEOGRAPHY A For teaching from 2016 For award from 2018 Page Summary of assessment 2 1. Introduction 3 1.1 Aims and objectives 3 1.2 Prior learning and progression 4 1.3 Equality and fair access 4 2. Subject content 5 2.
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