GCE Geography - WordPress

B Specification overviewUnit number andunit titleLevelAssessment informationNumberof marksallocatedin the unitUnit 3: ContestedPlanetA22 hour and 30 minute examination paper comprising of twosections and a resource booklet including synoptic resources.90 marksThe synoptic resources only will be pre-released tocandidates as advance information four working weeks beforethe examination via the Edexcel website (www.edexcel.com).There is no restriction on the use of pre-released synopticresources in teaching prior to the examination.Candidates must not take their pre-released synopticresources into the examination as these will be reproduced inthe resource booklet.Candidates will be asked to select and answer two questionsfrom five in Section A and all questions in Section B.Section A will consist of a choice of two data stimulus essayquestions from five each totalling 25 marks. The five questionswill be based on five of the six topics for Unit 3.Section B (Synoptic investigation) will focus on the sixthtopic unexamined in Section A. This topic will change in eachexam sitting and will be revealed through the pre-releasedadvance information. Section B will consist of one question inthree parts. The total mark for the question will be 40. Thequestion will make use of the pre-released synoptic materialsreproduced in the examination resource booklet.There are a total of 90 marks for the complete examination.Unit 4:GeographicalResearchA21 hour and 30 minute examination.70 marksResearch focus material will be pre-released to candidatesas advance information four working weeks before theexamination via the Edexcel website (www.edexcel.com).Candidates will be given a list of questions based on the sixoptions. Candidates will select and answer one questionthat relates to the option they have studied. They will berequired to write a long essay in which they demonstrate andsynthesise the results of their research.Each question is out of 70 marks.Candidates will not be able to take any pre-released orresearch materials into the examination.10Section B Edexcel Limited 2010Edexcel GCE in Geography

Specification overview BAssessment objectives and weightings% in AS% in A2% inGCEAO1Demonstrate knowledge and understanding of the content,concepts and processes.60%40%50%AO2Analyse, interpret and evaluate geographical information, issuesand viewpoints and apply understanding in unfamiliar contexts.24%26%25%AO3Select and use a variety of methods, skills and techniques(including the use of new technologies) to investigate questionsand issues, reach conclusions and communicate findings.16%34%25%100%100%100%TOTALRelationship of assessment objectives to unitsUnit numberAssessment objectiveAO1AO2AO3Total for AO1,AO2 and AO3Unit 122%8%0%30%Unit 28%4%8%20%Unit 314%8%8%30%Unit 46%5%9%20%Total forAdvanced GCE50%25%25%100%Qualification summarySubject criteriaEdexcel GCE in GeographyThe General Certificate of Education is part of the Level 3 provision.This specification is based on the Advanced Subsidiary GCE andAdvanced Level GCE subject criteria for Geography; these areprescribed by the regulatory authorities and are mandatory for allawarding bodies. Edexcel Limited 2010Section B11

B Specification overviewAimsThe aims of the Edexcel Advanced Level GCE in Geography are to: develop and apply their understanding of geographical conceptsand processes to understand and interpret our changing world develop their awareness of the complexity of interactions withinand between societies, economies, cultures and environments atscales from local to global develop as global citizens who recognise the challenges ofsustainability and the implications for their own and others’ lives improve as critical and reflective learners aware of theimportance of attitudes and values, including their own become adept in the use and application of skills and newtechnologies through their geographical studies both in andoutside the classroom be inspired by the world around them, and gain enjoyment andsatisfaction from their geographical studies and understand theirrelevance.AS/A2 knowledge,understanding andskillsThis Advanced Subsidiary and Advanced GCE specification requiresstudents to: develop knowledge and understanding of selected physical,human and environmental processes that underpin keygeographical concepts develop a knowledge and understanding of the key concepts ofplace, space, diversity, interdependence, people–environmentinteraction, the processes associated with these, and changeover time study at a range of scales and understand the importance of scaleas a geographical idea use a range of skills and techniques, including the use of mapsand images at different scales necessary for geographical study carry out research, and out-of-classroom work includingfieldwork, as appropriate to the topics selected use modern information technologies, including geographicalinformation systems (GIS), as appropriate to the content develop understanding of the application and relevance ofgeography.12Section B Edexcel Limited 2010Edexcel GCE in Geography

Specification overview BA2 knowledge,understanding andskillsIn addition, the Edexcel Advanced GCE specification requiresstudents to: undertake individual research/investigative work, includingfieldwork extend their understanding of geographical ideas, concepts andprocesses identify and analyse the connections between the differentaspects of geography analyse and synthesise geographical information in a variety offorms and from a range of sources consider new ideas and developments about the changing natureof geography in the 21st century critically reflect on and evaluate the potential and limitations ofapproaches and methods used both in and outside the classroom.Edexcel GCE in Geography Edexcel Limited 2010Section B13

B Specification overview14Section B Edexcel Limited 2010Edexcel GCE in Geography

C Geography unit contentUnit 1 Global Challenges17Unit 2 Geographical Investigations31Unit 3 Contested Planet49Unit 4 Geographical Research71Edexcel GCE in Geography Edexcel Limited 2010Section C15

C Geography unit contentCourse structure Edexcel’s GCE in Geography comprises four units and contains anAdvanced Subsidiary subset of two AS units. The Advanced Subsidiary GCE is the first half of the GCE courseand consists of Units 1 and 2. It may be awarded as a discretequalification or contribute 50 per cent to the total Advanced GCEmarks. The full Advanced GCE award consists of the two AS units(Units 1 and 2), plus two A2 units (Units 3 and 4) which makeup the other 50 per cent of the Advanced GCE. Students wishingto take the full Advanced GCE must, therefore, complete all fourunits. The structure of this qualification allows teachers to construct acourse of study which can be taught and assessed either as:16Section C distinct modules of teaching and learning with related units ofassessment taken at appropriate stages during the course; or a linear course which is assessed in its entirety at the end. Edexcel Limited 2010Edexcel GCE in Geography

ChallengesUnit 1 GlobalAS compulsory unitExternally assessed1.1 Unit descriptionOverviewThis unit poses questions which seek to explore the meaning,causes and impacts of a number of headline global issues. It givesstudents the opportunity to evaluate existing attempts to managethe problems they bring and challenges us to find solutions for the21st century. Whilst its scale is global it is important that studentscan relate these issues to their own situations, becoming awarethat they too can have a say in and play a part in meeting theseglobal challenges.TopicsThere are two compulsory topics that look at some of the ‘bigissues’ which face us all:Topic 1: World at Risk – includes an introduction to a range ofglobal natural hazards which threaten some areas of the worldmore than others and then focuses on climate change and globalwarming, seen by many as our greatest environmental challenge.Topic 2: Going Global – brings together today’s rapid economicchanges which are impacting unfairly on people across the globe, andthe related international issues of population change and migration.1.2 Assessment informationTime and material1 hour and 30 minute examination paper and resource booklet.Questions andmarksCandidates will be asked to answer all questions in Section A andone question in Section B.Section A will make use of the resource booklet and consist of dataresponse, short-answer questions and objective items.Section B will also make use of the resource booklet andcandidates’ own ideas and consist of a choice of Going Global orWorld at Risk longer/guided essay questions.There are a total of 90 marks for the complete examination.Edexcel GCE in Geography Edexcel Limited 2010Section C17

Unit 1Global Challenges1.3 Topic 1: World at RiskGlobal hazardsGlobal natural hazards vary in type and distribution and fall intotwo main categories – hydrometeorological and geophysical.The risks involved can turn hazards into natural disasters. Thisis especially true where a number of hazards occur together andwhere the population is already vulnerable – often as a result ofhigh population density or poverty. These multiple hazard hotspotsshow how – when faced with disaster – the poor lose lives and therich may lose money.Climate changeClimate change is considered by many to be the world’s greatestproblem (technically a context hazard); and so a chronic, largescale threat to people. Uncertainty about its impact is inevitableas scientists struggle to make firm predictions. It is an unfairworld in which the wealthiest countries have emitted most of thegreenhouse gases and the poorest ones are most vulnerable totheir impacts. This topic poses questions about the causes of globalwarming, its relationship to long-term climate change, and thedirect and indirect impacts that result.It also considers some of the solutions, whether global or local,and the complexity of managing international concerns against abackground of national and personal self-interest. It also providessuggestions for tackling a variety of global hazards.18Section C Edexcel Limited 2010Edexcel GCE in Geography

Global ChallengesUnit 11 Global hazardsEnquiry question: What are the main types of physical risks facing the world and how big athreat are they?What students need to learnSuggested teaching and learning Disasters result when hydro-meteorological Exploring the concepts, processeshazards (cyclones, droughts and floods); andgeophysical hazards (earthquakes, volcanoesand landslides/avalanches) threaten the life andproperty of increasing numbers of the world’speople. The Risk of disaster grows as global Hazardsand terminology relating to naturalhazards, disasters and globalwarming. Making use of the disaster riskand people’s Vulnerability increases, while theirCapacity to cope decreases. Global warming arguably the greatest hazardequation:R HxVC Assessing the status of globalwe currently face is a chronic hazard; haswidespread impacts; raises issues of injustice(polluters and vulnerable victims); and hascomplex solutions.Edexcel GCE in Geography Edexcel Limited 2010warming as the world’s numberone problem.(This is foundation work that maybe used as a starting point orincorporated into the teaching ofthis unit as required, dependingupon the prior learning ofstudents.)Section C19

Unit 1Global Challenges2 Global hazard trendsEnquiry question: How and why are natural hazards now becoming seen as an increasingglobal threat?What students need to learnSuggested teaching and learning Some types of hazards are increasing in Researching databases (egmagnitude and frequency, and having greaterimpacts upon people and their lives. Natural disasters are increasing because of aCRED) for evidence of the sizeand frequency of the top sixglobal natural hazards (cyclones,droughts, floods, earthquakes,volcanoes and landslides/avalanches) upon lives, property,infrastructure and GDP. Exploring examples of howcombination of physical and human factors the unpredictability of global warming andEl Niño events leading to increasing naturalhazards the increasing exploitation of resources(eg deforestation), world poverty, rapidpopulation growth and urbanisation. Trends show that the number of people killed isnatural and human activities arecombining to cause increasingdisaster scenarios eg storms,floods and population change. Developing an awareness of howfalling, whereas the number affected, and theeconomic losses are escalating.20Section C Edexcel Limited 2010and why disasters are affectingmore people and causing moredamage yet lives are being saved,using examples of hazard events.Edexcel GCE in Geography

Global ChallengesUnit 13 Global hazard patternsEnquiry question: Why are some places more hazardous and disaster-prone than others?What students need to learnSuggested teaching and learning An assessment of the real or potential natural Exploring the local area to assesshazard risks by using evidence about past orlikely future events and their impact on people,property and the environment in their localarea. The distribution of the world’s major naturalthe risks from natural hazards suchas flooding and global warming. Comparing and explaining varioushazards both hydrometeorological hazards andgeophysical hazards (see 1). Disaster hotspots occur when two or moreglobal distributions via maps andreports like the World Bank HazardManagement Unit. Researching the causes, impactshazards occur in vulnerable places: case study of the California coast case study of the Philippines; a vulnerablelocation.Edexcel GCE in Geography Edexcel Limited 2010and interaction of multiple hazardsin contrasting hotspots.Section C21

Unit 1Global Challenges4 Climate change and its causesEnquiry question: Is global warming a recent short term phenomenon or should it be seen aspart of longer-term climate change?What students need to learnSuggested teaching and learning The current phenomenon of global warming Researching the evidence of:should be set in the context of longer, mediumand short term climate change. A range ofevidence from ecology, historical records andclimate change should be reviewed. The causes of climate change may be bothSection C medium-term, eg historicalrecords, tree rings andretreating glaciers recent, eg scientific researchfrom weather, ocean, polar iceand ecosystem changes.earth orbit, solar output, cosmiccollision and volcanic emissions, aswell as enhanced greenhouse gasemissions. Assessing whether global warmingunprecedented in historical terms and scientistsnow argue that human causes may be more toblame.22longer-term, eg pollen analysis,ice cores, and past glacial/sealevel change Exploring the role of variations innatural and human (anthropogenic). Recent climate change (global warming) is Edexcel Limited 2010is something unique or just amedium-term trend in the longerterm pattern of climate variations.Edexcel GCE in Geography

Global ChallengesUnit 15 The impacts of global warmingEnquiry question: What are the impacts of climate change and why should we beconcerned?What students need to learnSuggested teaching and learning The direct impacts of projected global climate Developing an awareness of thechanges: a case study of environmental and ecologicalimpacts of Arctic warming in the Arctic region a case study of the complexities of economicimpacts across the African continent and howit could lead to disasters for poor people. The indirect impacts such as the eustatic rise indirect impacts of global warmingthrough case studies of vulnerableplaces to understand the resultingenvironmental, ecological andeconomic impacts. Investigating how sea level risesea level (global inundation).may have a disproportionatelybigger effect on some countriesusing examples such as the SouthSea islands or Bangladesh (thedisaster scenario). The impacts of climate change are difficult Researching the value of differentto predict and emissions scenarios, such asthe IPCC model, may vary (from ‘business asusual’ to sustainable) and could be affectedby attempts to manage the impacts of climatechange. The evidence that combined impacts couldscenarios and models in predictingfuture trends such as rising sealevels. Exploring the concept of a ‘tippinglead to catastrophic, irreversible changes andcontribute to a more hazardous world.Edexcel GCE in Geography Edexcel Limited 2010point’.Section C23

Unit 1Global Challenges6 Coping with climate changeEnquiry question: What are the strategies for dealing with climate change?What students need to learnSuggested teaching and learning How strategies: Weighing up mitigation strategies attempt to limit the impacts of climate changeat various scales involve adapting to climate change. The conflicting views and role of the keyand adaptation strategies using arange of examples of each. Developing an awareness of:players in managing climate change – includinggovernments, business, NGOs, individuals andgroups. The complexities of a global agreement. the complexities of a globalagreement such as the Kyotoprotocol and its implications forspecific countries national and small-scalestrategies for limiting climatechange the contributions of individualsto help reduce the impactsof climate change, eg carbonfootprints. Whilst most people argue for ‘act local, thinkglobal’, management is needed at all scales andprogress is likely to be incremental.24Section C Edexcel Limited 2010Edexcel GCE in Geography

Global ChallengesUnit 17 The challenge of global hazards for the futureEnquiry question: How should we tackle the global challenges of increasing risk andvulnerability in a more hazardous world?What students need to learnSuggested teaching and learning Increasing risk and uncertainty threatens major Developing an awareness of howdisruption to people and the environment at aglobal scale bringing water shortages and foodinsecurity. The world should recognise that global warmingother global problems (eg conflict,famine, climate change andpoverty) make managing globalhazards more difficult. Investigating and weighing upis one of the biggest challenges it has facedand make innovative choices, adopt sustainablestrategies and understand the cost and benefitsinvolved. Solutions to a hazardous world, at all scales,strategies to manage globalwarming, such as energyefficiency, conservation, decreasingcarbon emissions, alternativeenergy and reafforestation. Developing an awareness of,need to focus on the underlying issues of riskand vulnerability.Edexcel GCE in Geography Edexcel Limited 2010for example, local flood risk,regional poverty and internationalstrategies to tackle a world at risk.Section C25

Unit 1Global Challenges1.4 Topic 2: Going GlobalGlobalisationGlobalisation and the links it creates is happening at an everincreasing pace. Whilst some argue that it spreads wealth andpower in beneficial ways, there is widespread concern about theway in which globalisation impacts on economies, societies andenvironments. Many resea

GCE Geography Edexcel Advanced Subsidiary GCE in Geography (8GE01) First examination 2009 Edexcel Advanced GCE in