WJEC Eduqas GCSE (9-1) In GEOGRAPHY B

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GCSE GEOGRAPHY B 1WJEC Eduqas GCSE (9-1) inGEOGRAPHY BFor teaching from 2016For award from 2018PageSummary of assessment21.Introduction1.1 Aims and objectives1.2 Prior learning and progression1.3 Equality and fair access33452.Subject content2.1 Component 12.2 Component 22.3 Component 36717183.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 B 2GCSE GEOGRAPHY BSUMMARY OF ASSESSMENTComponent 1: Investigating Geographical IssuesWritten Examination: 1 hour 45 minutes40% of qualificationThree structured data response questions.Question 1 will assess aspects of Theme 1, Changing Places- Changing Economies.Question 2 will assess aspects of Theme 2, ChangingEnvironments.Question 3 will assess aspects of Theme 3, EnvironmentalChallenges.Component 2: Problem Solving GeographyWritten Examination: 1 hour 30 minutes30% of qualificationThis component will assess content from across the themes.Part A will introduce an issue and set the geographicalcontext.Part B will outline a number of possible solutions to the issue.Part C will provide an opportunity for the candidates to choosea solution and justify their choice.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.This 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 B 3GCSE GEOGRAPHY B1 INTRODUCTION1.1 Aims and objectivesWJEC Eduqas GCSE Geography B develops and extends learners knowledge oflocations, places, environments and processes, at a range of different scales. It isbased on the principle that geographical education should enable learners to becomecritical and reflective thinkers by engaging them actively in the enquiry process. Learnersshould be given the opportunity to think ‘like a geographer’ if they are given opportunitiesto: think creatively, for example, by posing questions that relate to geographicalprocess 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 B 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.WJEC Eduqas GCSE Geography B takes a distinctive issues based approach to thestudy of the interactions between people and the environment. The investigation of theseissues allows learners to fulfil the requirements of the subject aims and learningoutcomes as outlined in the Geography GCSE Subject Content published by theDepartment for Education. Geographical issues are presented through enquiry questionsat a variety of specified scales and in a variety of specified places and contexts.Following this specification will enable learners to: WJEC CBAC Ltd.deepen their understanding of the relationships between people and environmentsand the need for careful management of both human and physical systemsbecome geographically informed and thoughtful citizens as they consider a range ofviewpoints, values and attitudes which are held on many geographical issues by avariety of stakeholdersdraw together their understanding of separate issues to give a wider overview of theUK’s changing geographydevelop as critical thinkers and reflective learners as they refine their problemsolving and decision making skills.

GCSE GEOGRAPHY B 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. WJEC CBAC Ltd.

GCSE GEOGRAPHY B 51.3 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,features that could, without justification, make it more difficult for a learner to achievebecause they 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 toaccess the assessments (e.g. candidates are allowed access to a Sign LanguageInterpreter, using British Sign Language). Information on reasonable adjustments isfound in the following document from the Joint Council for Qualifications (JCQ):Access Arrangements, Reasonable Adjustments and Special Consideration:General and Vocational Qualifications.This document is available on the JCQ website (www.jcq.org.uk). As a consequenceof provision for reasonable adjustments, very few learners will have a completebarrier to any part of the assessment. WJEC CBAC Ltd.

GCSE GEOGRAPHY B 62SUBJECT CONTENTThe content of the specification is organised into three broad themes:Theme 1: Changing Places - Changing EconomiesTheme 2: Changing EnvironmentsTheme 3: Environmental ChallengesWithin each theme, learners should be encouraged to take an enquiry approach to arange of contemporary geographical and environmental issues.Learners should be given the opportunity to represent geographical data using arange of cartographical and graphical techniques whilst exploring the content of eachcomponent. They should be given the opportunity to analyse a variety of maps,graphs, photographs and data sets. The range and extent of mathematical andstatistical techniques required by WJEC Eduqas GCSE Geography B is given inAppendix A on pages 27-28 of the specification. These techniques will be assessedacross all three components. Fieldwork enquiry will be assessed in Component 3only. WJEC CBAC Ltd.

GCSE GEOGRAPHY B 72.1 Component 1Investigating Geographical IssuesWritten examination: 1 hour 45 minutes40% of qualification96 marks (plus 4 marks for spelling, punctuation and grammar)Component 1 will assess content from all three compulsory themes of thespecification. Three structured questions, each of 32 marks, will include opportunitiesfor assessment using multiple choice, data response, short open response andextended responses. At least one open response question will synthesiseknowledge and understanding of the UK as a whole.Learners should be given the opportunity to develop their skills in using a range ofmathematical and statistical techniques whilst preparing for this component. Thedepth of coverage of these techniques is given in Appendix A on pages 27-28 of thespecification.Theme 1: CHANGING PLACES - CHANGING ECONOMIESLearners should be given the opportunity to draw together and apply their knowledgeand understanding of processes and concepts when studying the geography of the UKwithin this Theme. Learners should be given the opportunity to study at least one namedcity in the UK.Key Idea 1.1: Urban and rural processes and change in the UKLearners should be given the opportunity to draw together and apply their knowledgeand understanding of processes and concepts when studying the geography of theUK within this Theme. Learners should be given the opportunity to study at least onenamed city in the UK.Enquiry questionsDepth of study1.1.1 What changes are takingplace in where people live inboth urban and rural areas ofthe UK?1.1.1 Urban change in the UK to include the processes ofurbanisation, suburbanisation, counter-urbanisation, reurbanisation and infill.The impact of change on rural areas of the UK to includevillages which have become commuter settlements.1.1.2 What are the distinctivefeatures of urban areas in theUK? WJEC CBAC Ltd.1.1.2 How the processes of urban change over time havecreated distinctive spatial zones/patterns in UK cities. Thecharacteristics of town/city centres to include Central BusinessDistricts (CBDs) and pedestrianised zones. The distinctivefeatures of UK towns/cities to include zones of affluence,zones of deprivation, zones undergoing rapid regeneration,zones where multi-cultural communities thrive and multipurpose zones where people live, work and enjoy leisure andcultural opportunities.

GCSE GEOGRAPHY B 81.1.3 What factors help to driveurban and rural change acrossthe UK?1.1.3 Economic, social and environmental factors that driveurban renewal. Coverage must include the brownfield /greenfield debate.How regional inequalities and social factors contribute topopulation movement within the UK. How commuting and teleworking influence where people live and work in the UK. Howmigration, from outside the UK, has social and economicconsequences for urban and rural areas of the UK. The factorsleading to depopulation in some rural areas of the UK.The challenges of creating sustainable living environments inboth urban and rural locations. Coverage must include theimportance of transport systems in creating sustainablecommunities. The extent to which these challenges, identifiedin one locality, apply across the UK.1.1.4 What is the cause andeffect of change in retailprovision across the UK?1.1.4 The cause and effect of change in retailing (shopping).Changes in where shops are located to include the decline ofshopping areas within CBDs and the rise of out of town retailparks. Coverage must include the concepts of range,threshold population and catchment area. How technology ischanging how and where we shop. The social, economic andenvironmental impact of increased online shopping. Theextent to which retail patterns and processes identified in onelocality apply across the UK.1.1.5 What are the issuesassociated with leisure use inurban and rural areas acrossthe UK?1.1.5 How urban and rural areas are used for leisure.Advantages and disadvantages of leisure use for both localresidents and leisure users. The impacts of increasing leisureuse on rural honeypots. Positive and negative impacts ofmajor sporting events on localities. Study of one locationwhere leisure use is managed and the effectiveness of themanagement strategy. WJEC CBAC Ltd.

GCSE GEOGRAPHY B 9Key Idea 1.2: Urbanisation – cause and effectLearners should be given the opportunity to study at least one named city in a LowIncome Country (LIC) or in a Newly Industrialised Country (NIC) when exploringenquiry questions 1.2.2 to 1.2.4. The city should be represented within the context ofits region, country and the wider world.Enquiry questionsDepth of study1.2.1 To what extent isurbanisation a globalphenomenon?1.2.1 Global scale patterns and how these patterns vary overtime and space. Concepts of urbanisation and re-urbanisation.The development of 'mega cities'.1.2.2 Why are some countriesexperiencing rapidurbanisation?1.2.2 Causes of urbanisation. Coverage must include pushand pull factors. Reasons for migration/population movementto cities from within the same country and across nationalborders. The positive and negative social and economicimpacts of outward migration on the source region.1.2.3 What challenges andopportunities are created byrapid urbanisation?1.2.3 The challenges and opportunities experienced bymigrants and authorities in rapidly growing cities. Coveragemust include housing provision and housing quality. Keyinfrastructure challenges to include transport, sanitation andwaste disposal. Positive impacts of urbanisation to includehigher local tax revenues resulting from an increased paidlabour pool and the benefits of economic growth/positivemultipliers.1.2.4 What strategies can beused to manage the impacts ofurbanisation?1.2.4 Strategies which aim to improve the lives of people livingin rapidly growing cities. Coverage must include self-helpschemes, slum clearance programmes, housing projects andmass transit schemes. In each case: the benefits and costs possible tensions between different stakeholders the challenges of creating sustainable cities in lowincome countries / Newly Industrialised Countries(NICs). WJEC CBAC Ltd.

GCSE GEOGRAPHY B 10Key Idea 1.3: A global perspective on development issuesLearners should be given the opportunity to study at least one named NewlyIndustrialised Country (NIC) and one named Low Income Country (LIC) as well asthe UK when exploring enquiry questions 1.3.1 to 1.3.3.Enquiry questionsDepth of study1.3.1 What are global patternsof development?1.3.1 How development data and images are used to learnabout levels of development in different countries includingthe UK. The limitations of using data to ascertain levels ofdevelopment. The merits of using economic data alongsidehuman/social development data. How we define groups ofcountries that have similar characteristics. Definitions mustinclude ‘Least Economically Developed Countries’ or 'LowIncome Countries' (LICs) and ‘Newly IndustrialisingCountries’ (NICs).1.3.2 What are the globalprocesses that connectcountries at different levels ofdevelopment including theUK?1.3.2 The key drivers of globalisation to include trade,technology, geo-political links, cultural exchange, migrationand economic investment by multi-national companies(MNCs).The reasons MNCs have for locating in countries at differentlevels of development, including in the UK. The advantagesand disadvantages of the development of global MNCs.Advantages and disadvantages (for both the MNC and thehost country) to include economic, social andenvironmental.The reasons for the emergence of Newly IndustrialisedCountries (NICs) as economic power houses in the worldeconomy. The positive and negative effects of thisdevelopment.1.3.3 How do the processes ofglobalisation affect countriesat different levels ofdevelopment?1.3.3 The pattern and the impact of trade between nationsat different levels of development including the UK.Concepts of trade must include imports, exports, tradepartnerships/blocs, tariffs and 'fair trade'.The positive and negative effects of globalisation onsocieties, to include globalisation's effects in the UK.Coverage must include international patterns of migration,globalisation of consumer products, globalisation of cultureand threats to local and national identity.1.3.4 What are theadvantages of different typesof aid project? WJEC CBAC Ltd.1.3.4 The advantages of both one long-term developmentaid programme and one short-term emergency aidresponse for both donor and recipient countries.

GCSE GEOGRAPHY B 11Theme 2: CHANGING ENVIRONMENTSLearners should be given the opportunity to draw together and apply their knowledgeand understanding of processes and concepts when studying the geography of theUK within this theme.Key Idea 2.1: Shaping the landscape - coasts and coastal managementLearners should be given the opportunity to consider the variety of coastallandscapes found around the UK coastline when exploring enquiry questions 2.1.1 to2.1.4. They should be given the opportunity to consider the geographical future of theUK coast as well as that of the coastline in one country at a different level ofdevelopment when exploring enquiry question 2.1.4.Enquiry questionsDepth of study2.1.1 How do marine andgeomorphic processescontribute to the developmentof distinctive coastallandscapes?2.1.1 The relationship between geology and physicalprocesses and how this relationship shapes distinctivecoastal landscapes.Geomorphological processes should include weathering,mass movement and marine processes. Erosional marineprocesses must include hydraulic action, abrasion, attritionand solution. Coverage must also include the processes oftransportation and deposition including longshore drift,traction, saltation, suspension and solution.How the processes listed above create distinctivelandforms to include arches, stacks, beaches and spits.2.1.2 How are coastlinesmanaged across the UK?2.1.2 Management options to reduce risk of coastalfloods/erosion. Coverage must include: costs/benefits of hard engineering options such as seawalls, groynes, gabions and rock armour costs/benefits of soft engineering options to includebeach nourishment, beach stabilisation and wetlandcreation concepts of ‘hold the line’ and ‘retreat the line’.The extent to which the management options identified inone locality apply across the UK.2.1.3 Why is coastalmanagement in the UK oftencontroversial?2.1.3 The role of government and local authorities in the UKin shaping shoreline management plans (SMPs).Conflicting views on coastal management. The reasonswhy stakeholders have different views, values and attitudesand why this may lead to controversy.2.1.4 What are the predictedimpacts of climate change oncoastal landscapes andcommunities?2.1.4 The potential impacts of climate change on coastalcommunities in the UK and in one other country at adifferent level of development. Management challengeswhich arise from sea level rise and the increased frequencyof storms. WJEC CBAC Ltd.

GCSE GEOGRAPHY B 12Key Idea 2.2: Shaping the landscape - rivers and river managementLearners should be given the opportunity to study processes and management intwo contrasting river basins. At least one of these river basins should be in the UK.Enquir

Written Examination: 1 hour 15 minutes 30% of qualification A 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 to investigate geography's conceptual frameworks.

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