WJEC Eduqas GCE A LEVEL In GEOGRAPHY
GCE A LEVELWJEC Eduqas GCE A LEVEL inGEOGRAPHYACCREDITED BY OFQUALGUIDANCE FOR TEACHINGTeaching from 2016This Ofqual regulated qualification is not available forcandidates in maintained schools and colleges in Wales.
ContentsIntroduction3Aims of the Guidance for Teaching4Assessment Strategy5Command Word Glossary8Delivering the Specification10 Summary of Assessment10 Specialised Concepts12 Possible Delivery Models13Amplification of Content and Learning Plans15 Changing Landscapes – Coastal Landscapes15 Changing Landscapes – Glaciated Landscapes25 Changing Places37Fieldwork Opportunities61Integrating Skills – Practical Approaches622
IntroductionThe WJEC Eduqas A level in Geography specification encourages learners to applygeographical knowledge, theory and skills to the world around them. In turn, this will enablelearners to develop a critical understanding of the world’s people, places and environmentsin the 21st century. Learners should be able to develop both knowledge and understandingof contemporary geographical concepts, together with transferable skills, that will enablelearners to progress to higher education and a range of employment opportunities.The focus of the specification is to develop an enthusiasm for and competence ingeography by using contemporary real-world contexts, from a range of specified spatialscales, and through engagement with and practical application of geographical skills andtechniques in the field. This specification draws on both physical and human geography,explores people-environment interactions and encourages development of fieldwork atlocal level to enable learners to pose enquiry questions.The specification covers the required subject content at an appropriate level of rigour andchallenge for a GCE A level qualification. The content is organised into the required coreand a non-core themes. These non-core themes allow for rigour and in-depth treatmentand also provide flexibility for teachers to select themes to develop a course of study suitedboth to their interests and circumstances. The specialised concepts and geographical skills(quantitative and qualitative skills and approaches) are embedded in the core and non-corecontent.In addition to this Guidance support is provided in the following ways: Specimen assessment materials and mark schemesFace-to-face CPD eventsExaminers’ reports on each question paperFree access to past question papers and mark schemes via the secure websiteDirect access to the subject officerFree online resources – Eduqas Digital Resources Online Examination ReviewThe specification, latest news and resources are available on the Eduqas AS/A LevelGeography webpage s-a-level/.3
Aims of the Guidance for TeachingThe principal aim of the Guidance for Teaching is to support teachers in delivery of the newWJEC Eduqas A level in Geography specification and to offer guidance on the requirementsof the qualification and the assessment process.The Guidance is not intended as a comprehensive reference, but as support forprofessional teachers to develop stimulating and exciting courses tailored to the needs andskills of their own learners in their particular institutions. In addition, it must not be usedinstead of the specification, but must be used to support the delivery of it.The Guidance offers assistance to teachers with regard to possible classroom activities andlinks to digital resources (both our own, freely available, digital materials and some fromexternal sources) to provide ideas when planning interesting, topical and engaging lessons.Please be aware that many of the resources mentioned in this Guidance are web-basedand accessed via hyperlinks. As a result, you are advised to view this Guidanceelectronically.4
Assessment StrategyAssessment Objectives and their related command wordsThe table below illustrates how the Assessment Objectives (AOs) are divided and shows where they are also sub-divided into strands andelements. Some examples of the command words that could be used in examination papers when addressing these AOs have also beenincluded. Furthermore, the final column includes some sample questions to give an example of how the various AOs would be addressed inan examination paper.Assessment ObjectiveStrandsElementsExamplecommand wordsExample questions from Sample AssessmentMaterialsN/AThis AO is a shExplainGive an exampleOutlineDefine the term quaternary industry. [2]AO1Demonstrateknowledge andunderstanding ofplaces, environments,concepts, processes,interactions andchange, at a variety ofscales.5Describe how the process of gentrification leads tochanges in the characteristics of places. [6]
AO2Apply knowledge andunderstanding indifferent contexts tointerpret, analyse andevaluate geographicalinformation andissues.N/A1a – Applyknowledgeand understandingin differentcontexts toanalysegeographicalinformation andissues.1b – Applyknowledgeand understandingin differentcontexts tointerpretgeographicalinformation andissues.1c – Applyknowledgeand understandingin differentcontexts toevaluategeographicalinformation andissues.AnalyseCompareContrastExplain whyExplain why seasonal changes in the polar ice massbalance are the result of variations in inputs andoutputs. [6]SuggestInterpretSuggest one reason why rates of coastal erosion vary.[2]Suggest how tourism can affect local ruralcommunities. [8]AssessDiscussJustifyEvaluateExamineTo what extent6Examine why some people have benefited more thanothers from recent changes in the central areas ofcities. [15] – AO1 (10); AO2.1c (5)‘National governments have lost control of who andwhat is crossing their borders.’ Discuss thisstatement. [20] – AO1 (10); AO2.1c (10)
AO3Use a variety ofrelevant quantitative,qualitative andfieldwork skills to: investigategeographicalquestions andissues interpret, analyseand evaluate dataand evidence constructarguments anddraw conclusions.1 – investigategeographicalquestions andissues.2 – interpret,analyse andevaluate dataand evidence.3 – constructarguments inCompareSuggestUse Figure 3 to describe variations in the rates ofchange in the polar ice mass. [5]Use Figure 5 to describe the concentration of digitalcompanies in the UK. [5]Use Figure 2 to compare the coastline dynamics ofKlaipeda and Kaliningrad. [5]Use Figure 4 to analyse changes to this landscapebetween 1992 and 2009, caused by climate change.Include relevant data in your answer. [5]AnalyseTo what extentAssessDiscussEvaluateAdapted from GCE Subject Level Guidance for Geography March 2015.7Analyse why the impacts of earthquake activity vary.[38] – AO1 (14); AO2.1a (20); AO3.3 (4)
Command Word GlossaryThe table below provides a full list of command words that could be used in futureexamination series, along with a definition of Give an exampleOutlineAnalyseCompareContrastExplain mineGive the precise meaning of a term, phrase or concept.Point out and name from a number of possibilities.Give a specific name, value or other brief answer without explanation.Identify distinctive features and give descriptive, factual detail. Describehow Make clear the differences between two or more concepts.Give an account; factual detail e.g. of a process.Provide accurate evidence (response given demonstrates knowledgeand understanding).Give a brief summary of the main characteristics.Break down in order to bring out the essential elements or structure.Give a point by point identification of similarities and differences.Give a point by point identification of differences only.Give reasons or causes and show an understanding of why somethinghas occurred/ applied to resource.Put forward plausible and informed ideas based on wider geographicalknowledge and understanding.In relation to NEA and skills – bring out the meaning, explain.Goes beyond knowledge and understanding to weigh up the importanceof the subject. This means there are a number of possibleexplanations/arguments/outcomes. The main possibleexplanations/arguments/outcomes should be given with justification onwhich is/are favoured.Goes beyond knowledge and understanding to offer a consideredreview that includes a range of arguments or factors with more than oneside of the evidence given with supporting examples. It becomes awritten debate, identifying through description and explanation, bothpositive and negative points and reaches a conclusion from the debate.Goes beyond knowledge and understanding to explain why the choicegiven is better than other possible options.Goes beyond knowledge and understanding to evaluate. Requires ajudgement about the overall quality or value of the feature(s)/issue(s) interms of the strengths and limitations. Supporting evidence should beclearly given. A viewpoint, after consideration of the evidence should begiven, with personal judgement/opinion.Consider an argument or concept in a way that uncovers theassumption and interrelationships of the issue, and is often followed bythe ‘role of’ or ‘importance’.8
To whatextent/How fardo you eGoes beyond knowledge and understanding to give possibleexplanations for and against, and justify a viewpoint(s).Ascertain by reckoning.Draw to represent, an accurate diagram or graph.Point out and name from a number of possibilities.Add labels to a diagram.Give a specific name, value or other brief answer without explanation.Pick out the most appropriate material.Obtain an approximate mathematical or statistical value.9
Delivering the SpecificationSummary of AssessmentComponent 1: Changing Landscapes and Changing PlacesWritten examination: 1 hours 45 minutes20.5% of qualificationSection A: Choice between two themes, either Coastal or Glaciated LandscapesSection B: Changing PlacesEach section is assessed through two compulsory structured, data response questions andone compulsory extended response question.Component 2: Global Systems and Global GovernanceWritten examination: 2 hours27.5% of qualificationSection A: Global Systems – the Water and Carbon Cycles.Section B: Global Governance – learners are required to study processes and patterns ofglobal migration and global governance of the Earth’s oceansSections A and B are assessed through two compulsory structured questions and oneextended response question.Section C: 21st Century Challenges – one compulsory extended response question withresource material drawing on both A level Component 1 and A level Component 210
Component 3: Contemporary Themes in GeographyWritten examination: 2 hours 15 minutes32% of qualificationSection A: Tectonic Hazards – assessed through one compulsory extended responsequestionSection B: Contemporary Themes in GeographyLearners will be assessed through two essay questions chosen from four optional themes: Ecosystems Economic Growth and Challenge: India or China or Development in an AfricanContext Energy Challenges and Dilemmas Weather and ClimateComponent 4: Non-examination assessment (3000–4000 words)20% of qualificationOne written independent investigation, based on the collection of both field and secondarydata.11
Specialised ConceptsSpecialised concepts are relevant to the core and non-core content. These must includethe concepts of: Causality Equilibrium Feedback Identity Inequality Interdependence Globalisation Mitigation and adaptation Representation Risk Resilience Sustainability Systems ThresholdsIntegration of the specialised concepts are illustrated in the introduction to eachcomponent within the specification.12
Possible Delivery ModelsModel AThis allows for AS and A level learners to be taught in the same class. After ASexaminations, time can be dedicated to fieldwork and preparation for the non-examinationassessment (NEA) for those continuing into the second year.Year12AS GeographyA level GeographyChanging Landscapes (C1)Changing Places (C2)Changing Landscapes and ChangingPlaces (C1)Contemporary Themes in Geography(C3) Section AAS ExaminationIndependent Investigation (C4)Global Systems and Global Governance(C2)13Contemporary Themes in Geography(C3) Section BModel BWhere only A level learners are to be taught in the class. Summer term can be devoted tofieldwork and the NEA. This model will also allow time for a residential trip/day trips, afterany learners completing AS examinations in other subjects have completed theirexamination(s).YearA level Geography12Changing Landscapes and Changing Places (C1)Global Systems and Global Governance (C2)Independent Investigation (C4)13Independent Investigation (C4)Contemporary Themes in Geography (C3) Section AContemporary Themes in Geography (C3) Section B13
Model CWhere only A level learners are to be taught in the class. Summer term can be devoted tofieldwork and the NEA. This model will also allow time for a residential trip/day trips, afterany learners completing AS examinations in other subjects have completed theirexamination(s). In addition, by teaching Component 3 Section B earlier, this may open upmore fieldwork and NEA possibilities (ideal for larger centres where is it more challengingfor learners to come up with their own question due to a large cohort).YearA level Geography12Changing Landscapes and Changing Places (C1)Contemporary Themes in Geography (C3) Section BIndependent Investigation (C4)13Independent Investigation (C4)Global Systems and Global Governance (C2)Contemporary Themes in Geography (C3) Section A14
Amplification of Content and Learning PlansThis section gives examples of planning for each of the components. The first column of each plan is taken directly from the specification. The secondgives some additional elaboration of the geographical content column in the specification. The third column provides possible learning ideas,opportunities and/or resources. Other approaches and exemplar materials are equally valid and teachers are encouraged to develop their ownapproaches to the specification that best suits the needs of themselves, their location and the needs of their particular learners. The approaches beloware designed as guidance in order to provide starting points and are neither comprehensive nor mandatory.Additional resource links can also be viewed hereChanging Landscapes – Coastal LandscapesFocusAmplification of ContentTeaching/Learning Approaches and Resources1.1.1 The operation of theThe geomorphological content of Coastal Landscapesis specifically framed within a systems context so thatlearners should know and understand the physicallandscape as a series of linked components throughwhich energy and material are cycled. The coastalsystem is one of inputs, outputs, stores and transfersof energy and materials. Two sub-systems can beidentified: the cliff sub-system and the beach subsystem. The cliff sub-system has inputs of thesubaerial processes of weathering and theatmospheric process of wind erosion; a transfer ofcliff mass movement of falls, slips and slumps and anoutput of sediment at the base of the cliff which isConstruct diagram of the coastalsystem s%20have%20created%20coastal%20landforms and identify inputs,outputs, stores and transfers of energy and materials.coast as a system.15See slides 3–5 –http://slideplayer.com/slide/1372629/Sketch a diagram of sediment inputs, sinks andtransport of sand and shingle in the coastal zone, andcalculate sediment budgets (see skills exercise). This
1.1.2 Temporal variationsand their influence oncoastal environments.either deposited or is transported by marineprocesses. The beach sub-system has an input ofsediment from longshore drift, the cliff and offshore,a transfer of longshore drift and an output oflongshore drift and destructive waves carryingsediment offshore.There are three principal supplies of sediment: rivers,cliffs and dunes (terrestrial) and the offshore zone. Ofthese, rivers are thought to be the most important.Cliff and dune erosion can also input large amountsof sediment and can be locally important. Sedimentsare also transported onshore by waves and currentsfrom sandbanks in the offshore zone. Thesesandbanks are important sediment sinks.Coastal sediment cells are areas of coast usuallydefined by headlands within which marine processesare largely confined with limited transfer of sedimentfrom one cell to another.The relationship between inputs and outputs isconstantly changing, i.e. it is dynamic, and the systemis designed to achieve an equilibrium position whereinputs equal outputs. To this end erosion, transportand deposition occur: thus the concept of dynamicequilibrium.example of a sediment budget approach to coastalerosion in South Carolina usefully exemplifies theapplication of the approach in a coastal managementcontext: htmlLearners should know and understand how temporalvariations in tides, currents and wave types influencecoastal environments. The marine offshore system isdriven by the effects of waves, tides and currentswhich are energy inputs.Identify how velocities and associated processeschange at different stages of the tidal cycle.16Annotate map of coastal sediment cells in EnglandandWales -sources Highlight boundaries of onesediment cell determined by the topography andshape of the coastline.Examine the concept of dynamic equilibrium and theadjustment of beach sediments (slide 10) and cliffs(slide 34) to changing energyinputs http://slideplayer.com/slide/1372629/Read more at rocesses/revise-it/wave-
Diurnal variations:The energy represented by tidal currents is significantin eroding, transporting and depositing material. Inestuaries, the rising tide can pick up (entrain)sediment and transport it inland. Once high tide isreached, the current reverses, transporting materialin the opposite direction. Current velocities arerelatively low at the start and end of each cycle and attheir maximum in the middle of the rising or fallingtide. Different sized particles are, therefore, entrainedand deposited at different times and in differentlocations.Seasonal variations in wave types:Constructive waves tend to occur during the summer.Constructive waves are low, flat and gentle, withwavelengths up to 100 m and a low frequency of 6–8waves per minute. They are characterised by arelatively more powerful swash, which carries sandand shingle up the beach, and a relatively weakerbackwash. Constructive waves contribute to theformation of beach ridges and berms.Destructive waves tend to occur during storms and inwinter. Destructive waves are steep in form andbreak at a high frequency, at 13–15 waves perminute. They have a plunging motion that generateslittle swash and a relatively more powerful backwash;this transports sediment down the beach face,resulting in a net loss of material.17processes#ZuSJOTTXfR0qRwtM.99For a comparison of destructive and constructivewaves see slides 18–20 –http://slideplayer.com/slide/1372629/This link provides a useful animation that comparesdestructive and constructive waves.Draw diagrams of different wave types and makenotes on how they influence coastal environments.
1.1.3 Landforms andlandscape systems, theirdistinctive features anddistribution.Learners should be able to identify and differentiatebetween rocky coastlines (erosional) and sandy orestuarine coastlines (predominantly depositional).Depositional environments tend to be lower energybut a further critical control is sediment supply,where the production and delivery of sedimentexceeds rates of removal deposition. This factemphasises the geographical linkages between areasof erosion (cliff inputs to the coastal zone) and areasof deposition to which eroded sediments aretransported. High energy coastal environments arecharacterised by erosion, high wave activity, exposureto prevailing winds and a long fetch. Landformsinclude headlands, cliffs and wave-cut platforms (see1.1.5). Low energy coastal environments aredominated by deposition, they are sheltered andcharacterised by low wave activity. Landforms includebeaches and spits (see 1.1.6).Coasts introduction 0–2:30minutes: http://www.youtube.com/watch?v ZWEJq03NBaoFor an outline of high energy and low energy coastalenvironments see slides 28–29 –http://slideplayer.com/slide/1372629/For a comparison of high energy and low energycoastal environments of Orkney osition.htmClassification of coastal landscapes according tolandscape character type. An example of a landscapecharacter assessment map for north Norfolk can befound at: www.tinyurl.com/qbfyscjComparisons of characteristics of rocky, sandy andestuarine coastal environments using GIS mapping ofthe variety of coastal (rocky, sandy and estuarine)landscapes both for and beyond the UK (see skillsexercise).https://www.arcgis.com/home/18
NASA’s Visible Earth Programme is a source ofsatellite photographs of asa.gov/Trace a 30–40 km coastline at a range of scales(1:1000 000, 1: 50 000 and 1:25 000), and commenton the influence of scale on the plan of the coastline(see skills exercise).1.1.4 Factors affectingcoastal processes andlandforms.Learners should know and understand that factorsincluding the fetch (the distance over which the windhas blown), wave type (constructive or destructive),wave orientation, wave refraction and reflectioninfluence coastal processes and associatedlandforms.Geology (both lithology and structure) can be a majorfactor in coastline shape and landform creation.Beach material is often made up of locally erodedrock which will condition beach characteristics, sandyand/or pebbles and gradient. Rock type influencesdifferential weathering and mass movement as wellas the rate and type of erosion (corrosion ofcalcareous rocks for example), cliff angle, andwhether caves, arches, stacks and stumps have apropensity to be created. Often sedimentary rockswill be eroded more quickly and, dependent uponslope-foot condition, may give rise to steep or shallowangle cliffs. Clay cliffs in particular suffer from mass19For some of the factors affecting coastal processesand landforms .com/coastalprocesses.htmland slides 13, 22, 23, 51–53, 60, 64http://slideplayer.com/slide/1372629/Calculate the maximum fetch using an atlas. Work outthe maximum fetch for the following locations:Aberdeen in north-east Scotland has a fetch ofkmRhossili in south-west Wales has a fetch of kmDover in south-east England has a fetch of kmUse the formula H 0.36 F to calculate themaximum possible wave height at these locations, asdetermined by fetch (see skills exercise).
movement of slumps. Igneous rocks, such as granite,erode more slowly and tend to naturally producesteep sided cliffs. Geological structure incorporatingbedding planes, dip, folding and faulting can adddistinctive features to coastal cliff lines such as theshape that caves take and local features such asblowholes and geos. The orientation of the geologywith the coastline is very relevant in conditioningcoastal landforms. If the geological trend isconcordant, parallel to the coast, then coves andsolid rock bars, a Dalmatian coastline, is created. Adiscordant coastline with differential geology at rightangles to the coast will result in a coastline with baysand headlands.1.1.5 Processes of coastalweathering, massmovement, erosion and thecharacteristics andformation of associatedlandforms.Learners should be able to know and understand thesubaerial processes of coastal weathering and massmovement and processes of marine erosion.Weathering includes physical disintegration by suchprocesses as freeze-thaw, salt crystallisation, andwetting and drying. Chemical decomposition includessolution and carbonation. The variety of intertidalorganic life encourages biotic weathering. Slopes inthe coastal zone are subject to the downslopemovement of material under the influence of gravity(mass movement). Mass movement varies accordingto the speed of movement and amount of lubricationof material and takes the form of landslides, slumpsand rock falls. Marine erosional processes includehydraulic action, abrasion (corrasion), corrosion and20Estimate wave frequency: count the number of wavesover a 10 minute period and divide the total by thenumber of minutes to determine the mean numberof waves per minute (see skills exercise).Draw a wind rose of the tabulated data to show theprevailing wind direction (see skills exercise).Wave height and wind speed data – Stiff, P. (2007)Coasts. Oxon. Philip Allan Updates. ISBN 978-184489-615-8 Activity 2, p.9.For an outline of processes and landforms of coastalerosion see slides 38–50 and 54–72 –http://slideplayer.com/slide/1372629/Coastal processes and featuresCoastal erosionBBC learning clips:The formation of a wave-cut platform and a stack areillustrated.How caves, arches and stacks are formed at thecoastline.
attrition. Processes need to be linked to theformation of at least two landforms of coastal erosionincluding cliffs, headlands and bays, cave-arch-stackstump sequence and wave-cut platforms, geos andblowholes for the UK and beyond the UK.Aerial erosion also has a role to play in the formationof coastal features such as the Bullers of Buchan inAberdeenshire.VIDEO – Coastal Landforms – Old Harry, Dorset. Part1VIDEO –Coastal Landforms – Old Harry, Dorset. Part 2VIDEO – Scientists use technology to study coastalerosion http://www.bbc.co.uk/news/uk-15268984Field sketches of cliff profiles. Annotate photographsin the field using appropriate apps such as Skitch,which helps with the labelling and annotation ofphotographs (see skills exercise).Rate of cliff retreat per year by rock type – Stiff, P.(2007) Coasts. Oxon. Philip Allan Updates. ISBN 978-184489-615-8 Activity 1, p.25.Geospatial technologies including aerial photographs,digital images, satellite images, geographicinformation systems (GIS), global positioning systems(GPS), databases – use of GIS and aerial photointerpretation to measure rates of coastalretreat ap 89f3c6777a554d01808d26b9b5856cc5&extent -123.6961,47.9973,-123.0273,48.259921
1.1.6 Processes of coastaltransport and depositionand the characteristics andthe formation of associatedlandforms.Learners should understand coastal transportprocesses of solution, suspension, saltation andtraction and the movement of sediment by longshoredrift. Deposition occurs when and where there isinsufficient energy to move sediment further, andlearners should understand processes of sedimentsorting and flocculation. Processes need to be linkedto the formation of at least two landforms of coastaldeposition including beaches, spits, bars, tombolosand cuspate forelands for the UK and beyond the UK.For an outline of processes and landforms of coastaldeposition see slides 102–112 –http://slideplayer.com/slide/1372629/Features formed by longshore drift are explained andillustrated.VIDEO – Growth of Paghamspit. https://www.youtube.com/watch?v fug6fc5GqiYNumber and statistical calculations as applied tosample of beach pebbles (see skills exercise).Article covering coastal fieldwork on abeach 56/gf551.pdf1.1.7 Aeolian, fluvial andbiotic processes, thecharacteristics and theformation of landforms incoastal environments.Learners should know and understand that the seaand its shoreline create conditions in which differentbiogeographical environments develop. Some coastalenvironments can be found in most parts of theworld, such as sand dunes and estuaries, whereasothers are restricted to tropical and subtropicalareas, such as coral reefs and mangrove swamps.Coastal sand dunes form as a result of both waveaction and aeolian processes. Tidal flats, salt marshesand micro-features of channels and rills develop inestuarine environments where an important processis flocculation (see 1.1.6). Coral is a polyp with the22Formation of sand /coastal/dunes.htmlhttps://www.youtube.com/watch?v gKU1K8n6jYMFormation of salt deposition/Formation of coral oralr
1.1.8 Variations in coastalprocesses, coastallandforms and landscapesover different timescales.property of secreting a calcareous skeleton thatremains behind when it dies. Coral reefs build upthrough time. Coral polyps can grow only in clear,mud-free water where the temperature does not fallbelow 22 C. Mangroves are a range of tree and bushspecies that are adapted to life in coastal swampsand estuaries in tropical waters located between midtide and high tide marks, with pioneer speciesgrowing close to the low tide mark.eefs.htmAs well as understanding the main processes oferosion and deposition in glacial environments, it isimportant that learners understand the timescaleover which they operate. These can vary fromseconds to millennia. In any landscape there areprocesses which operate infrequently but at highmagnitude and have an instantaneous effect, forexample cliff collapse during a storm event alteringthe cliff profile (see 1.1.5).By contrast there are high frequency, but lowmagnitude processes such as the slow movement ofmaterial onshore by small constructive wavesoccurring predominantly in the summer or theregular removal of sediment
WJEC Eduqas A level in Geography specification and to offer guidance on the requirements of the qualification and the assessment process. The Guidance is not intended as a comprehensive reference, but as suppo
GCE AS/A LEVEL ACCREDITED BY WELSH GOVERNMENT WJEC GCE AS/A LEVEL in . The WJEC AS and A level Biology qualifications, accredited by Welsh Government for first teaching from September 2015, are available to: All schools and colleges in Wales Schools and colleges in independent regions such . on
The WJEC Eduqas GCSE in Religious Studies (9-1) specification is available for teaching from September 2016. The first full GCSE awards for this specification will be made in summer 2018. The specification can be delivered and assessed in centres in England, as well as in independent sc
WJEC Eduqas GCSE in GEOGRAPHY A Teaching from 2016 ACCREDITED BY OFQUAL GCSE SAMPLE ASSESSMENT MATERIALS This Ofqual regulated qualification is not available fo
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.
University of Cambridge International Examinations London GCE AS/A-Level / IGCSE / GCSE Edexcel International. 6 Examination Date in 2011 Cambridge IGCSE Oct/Nov X 9 Cambridge GCE / May/Jun 9 9 London GCE London GCSE May/Jun 9 X Chinese London IGCSE Jan X 9 Cambridge IGCSE / May/Jun 9 9 London IGCSE London GCE Jan 9 9 Cambridge GCE Oct/Nov X 9 Private Candidates School Candidates Exam Date. 7 .
Email the completed Amendment Request form to SEAB_GCE_Admin@seab.gov.sg For GCE O, A-Level Mid-Year subjects, no amendments will be accepted after 27 March 2019. The deadline for amendments to registration for GCE N(T)-/ N(A)-Level, GCE O-Level and GCE A-Level Year-End subjects is 5 July 2019.
The AS GCE is both a 'stand-alone' qualification and also the first half of the corresponding Advanced GCE. The AS GCE is assessed at a standard appropriate for candidates who have completed the first year of study (both in terms of teaching time and content) of the corresponding two-year Advanced GCE course, ie between GCSE and Advanced GCE.
His catalogue includes a ballet, orchestral, chamber, piano, vocal and choral compositions. His unrecorded Symphonies are: Nos. 2 for Pipa and Large Orchestra (1981), 7 for Chinese Orchestra "The Great Wall" (2004) and 8 for Organ, hoir and Orchestra "This oundless Land’ (2007). Symphony No. 1 (1979) Wing-Sie Yip/Russian Philharmonic Orchestra ( Symphony No. 3 and Morning Sun) HUGO HRP 795 .
