AS/A-level Geography For first teaching in 2016 Copyright © AQA and its licensors. All rights...

AS/A-level GeographyFor first teaching in 2016

Copyright © AQA and its licensors. All rights reserved.

Geographical Association meetings: London and Manchester

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AQA Geography GCE Underlying principles

• The course should be challenging, stimulating and questioning

• Geography should be current and real, but set in theoretical and historical contexts

• A balance of local, regional and global geographies

• Integrated fieldwork skills and experience, with standalone individual investigation

• Core geographical themes interpreted so that they are interesting, relevant and accessible

• Choice should be present at AS and A Level, developed from successful themes and approaches in existing courses

Slide 4 Copyright © AQA and its licensors. All rights reserved.

Geography Subject Content


AS level A Level

Core content (60%)

•Two core themes-one core physical geography and one core human geography

•fieldwork and other skills

Non core content (40%)

•must draw evenly from physical and human geography

•at least half must cover people-environment themes and issues

Summary2 core themes, 1 optional theme plus fieldwork

Core content (60%)

•four core themes (2 physical and 2 human themes)

•all the geographical skills, and all fieldwork requirements

Non core content (40%)

•must draw evenly from physical and human geography

•at least half must cover people-environment themes and issues

Summary4 core themes, 2 optional themes plus fieldwork investigation

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Underlying principlesAQA’s approach to the new demands

Continuity

• To allow for some flexibility in choice of content within the constraints of the new subject criteria

• To preserve some of the content of existing units, including some of the most popular.

• To retain those elements teachers value e.g. clear framework of specification content, clear and manageable case study requirement, standardised mark schemes, thematic approach to the subject, contemporary subject content, investigative approach to fieldwork.

• Assessment of skills integral to all examinations.

Change

• Some previously less familiar themes and content will be taught and assessed. Some themes in the current specification will not be included

• Much of specification will be compulsory. Less scope for optionality compared with existing specifications.

• Fieldwork will be assessed as an independent investigation (externally moderated) but there may be some assessment of fieldwork in the written papers

• Loss of examination papers focusing mainly on skills, including DME with pre-release.

Copyright © AQA and its licensors. All rights reserved.4

Overview of specification content A-level1 Physical Geography 2 Human Geography 3. Non-examined

assessment

Core: (Compulsory)1.Water and carbon cycles

2.Physical landscapes: One from Hot desert environments and their margins, or Coastal systems and landscapes or Cold Environments

Core: (Compulsory)1.Global systems (International trade and access to markets), and Global governance (Antarctica)

2.Changing Places

Independent Investigation, based on fieldwork. Report must be 3000 - 4000 words.

Options:One from 1.Hazards

2.Ecosystems under stress

Options:One from 1.Contemporary Urban Environments

2.Population and the Environment

3.Resource SecurityCopyright © AQA and its licensors. All rights reserved.5

Overview of specification content AS Level

1 Physical Geography and People and the Environment

2 Human Geography and Geography Fieldwork Investigation

Core: either1.Water and carbon cycles or

2.Hot desert environments and their margins or

3.Coastal systems and landscapes or

4.Cold Environments

Core: (Compulsory)1.Global systems (International trade and access to markets), and Global governance (Antarctica) or

2.Changing Places

Options:One from 1.Hazards or

2.Contemporary Urban Environments

Geography fieldwork investigation and geographical skills


Overlap with existing AQA Specification Physical Geography

New GCE Existing GCE specification

Water and carbon cycles Some aspects of Rivers, floods and management

Hot desert environments and their margins

Hot desert environments

Coastal systems and landscapes Coastal environments

Hazards Plate tectonics and associated hazards

Ecosystems under stress Ecosystems: change and challenge

Cold environments Cold environments

New themes and topics- Carbon cycleExisting themes not in new spec.- aspects of Weather and Climate, most aspects of rivers, floods and management

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Overlap with existing AQA Specification Human Geography

New GCE Existing GCE Specification

Global systems and global governance Some aspects of Development and globalisation

Changing place No overlap with existing specification

Contemporary urban environments Some aspects of World cities and Population change

Population and the environment Some aspects of Population change and Health issues

Resource security Energy issues and aspects of Conflict

New themes and topics- Changing place, aspects of Global systems and global governance.Existing themes not in new specification - Food supply issues, most aspects of Development and globalisation, some aspects of Contemporary conflicts and challenges

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A-level: Specification/Assessment at a glance

15Copyright © AQA and its licensors. All rights reserved.

Component 1:Physical Geography

Written Paper

40% • 2 hours 30 minutes

• Section A: Water and carbon cycles

• Section B: either Hot desert environments and their margins or Coastal systems and landscapes

• Section C: either Hazards or Ecosystems under stress or Cold environments

Component 2:Human Geography

Written Paper

40% • 2 hours 30 minutes

• Section A: Global systems and global governance

• Section B: Changing places

• Section C: either Contemporary urban environments or Resource security or Population and environment

Component 3:Geographical investigation

20% • 3,000 – 4,000 words

• marked by teachers

• moderated by AQA

AS-level: Specification at a glance

16 Copyright © AQA and its licensors. All rights reserved.

Component 1: Physical geography and people and environmentWritten Paper

50% • 1 hour 30 minutes

• Section A: either Water and carbon cycles or Hot desert environments and their margins or Coastal systems and landscapes

• Section B: either Hazards or Contemporary urban environments

Component 2: Human geography and geography fieldwork investigation Written Paper

50% • 1 hour 30 minutes

• Section A: either Global systems and global governance or Changing places)

• Section B: Geography fieldwork investigation and geographical skills

A-level: Physical Content Core

Water and carbon cycles.

•Systems concepts and their application to the water and carbon cycle. •The major stores of water and carbon at or near the earth’s surface and the relationships between them. •Global distribution and size of major stores of water – lithosphere, hydrosphere, cryosphere and atmosphere•Drainage basins as open systems •Runoff variation and the flood hydrograph.•Changes in the water cycle over time •Global distribution, and size of major stores of carbon. •Factors driving change in the magnitude of these stores•Changes in the carbon cycle over time•Water, carbon and climate change


A-level: Physical Core (continued)

Either: Hot desert environments and their margins•Systems concepts applied to deserts.•Global distribution, characteristics, soils, vegetation, climate. Causes of aridity•Landforms and processes. Role of wind and water. Landscape development•Desertification: causes, impacts, responses

Or: Coastal systems and landscapes•Coasts as natural systems Sources of energy, geomorphological processes•Landforms and landscapes of erosion and deposition•Coastlines of emergence and submergence•Coastal management: hard and soft engineering, sustainable approaches

Or: Cold environments•Nature and distribution. Physical characteristics•Processes and landscapes. Fluvioglacial and periglacial landscapes•Human occupation and development

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A-level: Physical Content Options

One of:Hazards•Nature, forms and potential impacts of natural hazards. •Vulcanicity and its causes, impacts and responses•Seismic hazards: causes, impacts, responses•Storm hazards: causes, impacts, responses

Or

Ecosystems under stress•Local and global trends in biodiversity. Human impacts•Ecosystem processes. Succession. Nutrient cycling•Two contrasting biomes•Local ecosystem study

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Case studies Physical geography

Water and carbon cycles

1. Tropical rainforest -environmental change and human activity.2. River catchment(s) at a local scale

Hot desert environments and their margins

1. Hot desert-key themes.2. Desertification (local scale)- causes and impacts, implications for sustainable

development, adaptation, mitigation

Coastal systems and landscapes

1. Local coastal environment-processes, landforms and fieldwork2. Coastal area presenting risks and opportunities for human occupation and

development.

Hazards 1. Multi-hazardous environment beyond the UK2. Local study of specified place in a hazardous setting

Ecosystems and sustainability

1. Specified region experiencing ecological change2. Local study of ecosystem, human impact and the challenges and opportunities

presented.

Cold environment 1. Specified tundra or alpine region :change, management, sustainability2. Local scale study of a specified place in a cold environment

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A-level: Human Content Core

Global systems and global governance

International trade and access to markets. •Forms/patterns: Trends in the volume and pattern of international trade. The nature and role of TNCs. World trade in at least one food commodity or one manufacturing product. •Impacts: Economic, political, social and environmental interdependence. The effect of globalisation on the international labour market. and

Global Governance• The concept of the ‘global commons’.•Threats to Antarctica arising from: climate change, fishing and whaling, the search for mineral resources, tourism and scientific research.•Protection of Antarctica. Concepts of resilience, mitigation and adaptation. International governmental organisations. NGOs•Responses: Attempts to tackle problems associated with globalisation. Fair trade, ethical investment, international development organisations and NGOs.


A-level: Human Content Core (continued)

Changing places

•The concept of place and the importance of place in human life and experience. Categories of place.•Knowing and understanding places: acquiring, developing and communicating a sense of place including diverse media (eg film, photography, art, story) management of the perception of place (community groups, corporate entities, local and national governments)•The dynamics of changing places, factors, agents of change. •Place study exploring the character of a place local to the home or study centre. and•Place study exploring the character of a contrasting and distant place•Must include people’s lived experience of the place in the past and at present, and changing demographic and cultural characteristics of the place, or economic change over time and its effects on the place.

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A-level: Human Content Options

One of Contemporary urban environments•Global patterns of urbanisation. Megacities and world cities. •Urban forms•Social and economic issues: economic inequality and cultural diversity•Urban climate, urban drainage, environmental problems•Sustainable urban livingOrPopulation and the environment•Population change: natural change and migration•Population structures•Environmental constraints•Environment, health and well-being•Global population futuresOrResource security• Resource development. Resource classifications• Water security• Energy security• Resource futures

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Case/Place studies Human geography

Global systems and global governance

Antarctica-threats and protection

Changing place 1. Place study exploring the character of a place local to the home or study centre.

2. Place study exploring the character of a contrasting and distant place.

Contemporary urban environments

Case studies of two contrasting urban areas to include:• patterns of economic and social well-being• the nature and impact of physical environmental conditions

Population and Environment

1. Country/society experiencing specific patterns of overall population change

2. Study of specified local area to illustrate and analyse the relationship between place, health and well-being

Resource security 1. Study of specified place to illustrate how aspects of its physical environment affect water or energy

2. Regional case study-relationship between resource security and human welfare and attempts to manage the resource

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A-level: Structure of Question Paper 1

• Length of paper 2 hours 30 minutes

• % of total marks 40%

• Number of sections 3 (Core) Section A (Water and carbon cycles) 27 marks Section B (Hot desert environments or Coastal systems or Cold

environments) 27 marks. (Non-core) Section C (Hazards or Ecosystems) 42 marks

• Question types in each section Section A and Section B. Multiple choice questions (3), structured data

response question(6), short prose question (6), extended response (15) Section C. Two structured questions (3, 9), Essay question (30)

• Options available One from two landscape systems in Section B. One from three options in Section C


Types of questions. Multiple choice

Short structured questions-3 marks

x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

• In the context of natural hazards what is meant by the term fatalism?

• Outline the meaning of the term plagioclimax

• Distinguish between ablation and accumulation.

Assessment for Paper 1 Data response

Figure 1 is a sketch diagram showing the stores and transfers within the carbon cycle.

Using Figure 1, describe and comment on the effect of human activities on the carbon cycle.(6 marks)

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With reference to Figure 2 and Figure 3, explain how climate and soils interact to make desert areas among the least productive on Earth. [6 marks]


Using Figure 9 and Figure 10, assess the scale of the eruption and its potential impact. [9 marks]

Assessment for Paper 1 Structured questions and essay questions


Sections A and B

•Evaluate the impact of human activity upon the water cycle and the carbon cycle in supporting life on Earth. [15 marks]•Assess the relative importance of the roles of water and wind in shaping desert landscapes. [15 marks]•Assess the impact of sea level change on coastal landscapes and populations. [15 marks]

Section C Longer essays •Discuss how well the hazards associated with tropical storms can be managed.[30 marks]

•Evaluate the relationships between human activity, biodiversity and sustainability in ecosystems.[30 marks]

Features of Paper 1

1. Familiar command words. Hierarchy of terms ranging from describe, outline, compare, distinguish between, explain, account for, comment on… to analyse, evaluate, discuss

2. Wide variety of question types with mark tariffs ranging from 1-30 marks aimed at the A level mix of ability.

3. Broad coverage of specification content e.g. Question 3 assesses aspects of water in deserts, wind action, distribution of deserts, desertification, links between climate, soils and vegetation

4. Clear emphasis on physical geography processes and features in Section A, but some questions gives consideration to human interactions and/or responses. In Section B the balance shifts to people-environment themes, particularly the essay questions.

5. Limited direction to use case study information but much potential (and expectation) to use case study materials and examples, particularly in longer answers

6. Range of stimulus materials - 6 Figures comprising photographs, maps, graphs, diagrams. All require some interpretation, analysis, commentary.



A-level: Paper 2

A-level: Structure of Paper 2

• Length of paper 2 hours 30 minutes


• Number of sections 3 (Core) Section A (Global systems and global governance) 27 marks Section B (Changing place) 27 marks. (Non-core) Section C (Contemporary urban environments, Population and the

environment, Resource security) 42 marks

• Question types in each section Section A and Section B. Multiple choice questions (3), structured data

response question(6), short prose (6) extended writing question (15) Section C. Two structured questions (3, 9), Essay question (30)

• Options available. One from three options in Section C


Types of question. Multiple choice

Short definition type questions (3 marks)


• What is meant by urbanisation?

• Distinguish between ‘fertility rate’ and ‘birth rate’.

• What is meant by water stress?

Stimulus response questions

Figure 3a was painted in 1935. It shows the High level Bridge across the River Tyne, and some housing and industry in Gateshead. Figure 3b is a photograph of the same place taken in April 2015

Describe how this place has changed between 1935 and 2015 and comment on the reliability of the two sources of evidence. [6 marks]

Assessment for Unit Two Data response

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Using Figure 6, describe and comment on the changes in the consumption of nuclear energy and hydroelectricity (9 marks)

Discuss the possible social and economic consequences for Iran of the trends shown by the data in Figure 5.[9 marks]

Discuss the significance of the data in Figure 4 for the characteristics of urban areas in England.[9 marks]

Paper 2 Structured questions and Essays

Sections A and B •Evaluate the work of international and national governmental organisations and agencies, and of non-governmental organisation (NGOs), in understanding and conserving the environment of Antarctica. [15 marks].

Section C•Cities can be made more sustainable by applying new technological and management solutions. Evaluate attempts to make cities sustainable. [30 marks]

•With reference to both physical and human factors, discuss how the energy mixes of contrasting countries might change in the foreseeable future. [30 marks]

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Features of Paper 2

• Similar command words to Paper 1.

• Mark tariffs range from 1-30 marks, including multiple choice questions (1 mark), short structured questions (3,6), longer mini-essays (9) and

extended essays (30 marks)

• Assessment covers topical issues.

• Several opportunities to use case and place study materials in extended writing questions.

• Range of stimulus materials - 6 Figures comprising photograph, painting, maps, graphs, tables of statistics, diagrams


Geographical Skills

Skills will be assessed in all units. Competence in geographical skills should be developed during study of the course content, in an integrated way and not as a separate theme or topic. Includes use and interpretation of qualitative and quantitative data


A-level: Non-examined Assessment


Fieldwork approach: A-level

Define the research questions underpinning fieldwork

Understand and write up the theoretical context

Observe and record phenomena in the field

Devise and justify practical approaches including sampling

Implement chosen methodologies to collect data/information

Understand the techniques appropriate for analysing field data

Interrogate and critically examine field data

Write up field results clearly and logically, using a range of presentation methods

Evaluate and reflect on fieldwork investigations

Write a coherent analysis of fieldwork findings, drawing effectively on evidence and theory


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Investigation requirements AQA


The independent* investigation must:• be based on a question or issue defined and developed by the student individually to address aims, questions and / or hypotheses relating to any of the core or non-core content

• incorporate field data and/or evidence from field investigations

• draw on the student's own research and/or secondary data

• require the student to independently contextualise, analyse and draw conclusions

• involve presentation and analysis of data and findings, and extended writing.

*Independent does not mean lone working. Students may incorporate field data and/or evidence from field investigations collected individually or in groups.

A-level: NEA criteria7 criteria.

• Criterion 2

• Criterion 3

• Criterion 4

• Criterion 5

• Criterion 6


Identification of issue/research question(s) and reference to theoretical and locational contexts

Data collection methodology, including practicality of approaches and relevance of data

Presentation techniques, including selection and use of suitable quantitative and qualitative approaches

Analysis, interpretation and interrogation techniques

Conclusion, including critically evaluating and applying results to existing theory

Evaluation of, and reflection on, investigation, including ethical dimensions of field research

Quality of written argument

A-level: NEA mark scheme


• Introduction and preliminary research Defining the research question and placing the study in theoretical context 10 marks

• Methods of field investigation Recording field data, understanding and implementing fieldwork methods 15 marks

• Methods of critical analysis Analysing field data and applying results to geographical theory 20 marks

• Conclusions, evaluation and presentation Writing a summary of findings, evaluating and reflecting on results. 15 marks

AS-level: Paper 1


Co-teaching AS and A-level(one possible route)

• Key point 1

• Key point 2

• Key point 3

• Key point 4

• Key point 5


Year 12 Year 13

Core physical geography topic:Water and carbon cycles

Core physical geography topic:Hot desert environments and their margins or coastal systems and landscapes

Core human geography topic:Global systems and global governance

Core human geography topic:Changing Places

Option topic:Hazards

Option topic:Contemporary urban environments or Population and the environment or Resource security

Fieldwork and geographical skills NEA: Independent fieldwork investigation

AS Geography

• The content enables centres to teach AS simultaneously with the first year of A-level, allowing for maximum flexibility in lesson timetabling and teaching resources.

• The course is linear and assessed entirely by examination• Centres should teach one core physical geography unit, one human

geography unit and one optional unit (either Hazards or Contemporary urban environments).

• Assessment of fieldwork forms part of the examination.• There is no difference in content between AS and A-level in core and

non core themes• As with A-level, the optional topic content must draw evenly from

physical and human geography and at least half must cover people-environment themes and issues.

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AS-level: Content and assessment for Component 1


AS-level: Structure of Question Paper 1

• Length of paper 1 hour 30 minutes


• Number of sections 3

• Question types in each section: Section A Multiple choice (5 x1), Structured questions (8 and 9 marks), Extended prose (18 marks)

Section B Structured questions including one data response (4,6,6,and 18 marks) Total marks 80

• Options available. In Section A, choose one of Water and carbon cycles, Hot desert environments or Coastal systems and landscapes. In Section B choose between Hazards and Contemporary urban environments


AS-level: Paper 2


AS-level: Content and skills for Component 2Human geography and geography fieldwork investigation


AS-level: Structure of Question Paper 2

• Length of paper 1 hour 30 minutes


• Number of sections 3

• Question types in each section: Section A Multiple choice (5 x1), Structured questions (8 and 9 marks),

Extended prose (18 marks) Section B (Fieldwork and geographical skills) (4,6,6,9,6,and 9 marks) Total marks 80

• Options available. In Section A, choose between Global systems and global governance, and Changing Places


Fieldwork for AS

Geography fieldwork investigation

•All students must complete at least two days fieldwork. They should all do significant fieldwork in both physical and human geography, although the physical and human aspects may be integrated within a single enquiry.

•Schools and colleges are required to provide a fieldwork statement which confirms each student has undertaken two days of geographical fieldwork.

•It is accepted that some centres will need to carry out data collection in groups, but there should be opportunities for individual initiative.

•Questions could be asked so as to test the candidates’ general understanding of the fieldwork enquiry process or they could ask for specific details of each candidate’s own individual fieldwork enquiry.

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Fieldwork enquiry

Students may be asked questions about:

•Preparation for fieldwork, including background reading, drawing up aims and objectives for the enquiry, planning research in the field and from secondary sources.

• Collection of primary data and using secondary data sources.

• Processing and presenting data

• Analysing data, including using statistical techniques where relevant.

• Drawing conclusions related back to the original

• Reviewing the success, or otherwise, of all stages of the enquiry.

• Considering how the enquiry could be further developed.

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Planning the course

• Decision about AS e.g. plan not to offer it, plan to offer but have separate classes or plan to offer and co-teach?

• Choice of options e.g. if teaching AS which core topics to teach and which non-core content option to teach. A-level: Coasts or Hot deserts and 1 from 3 Physical and 1 from 3 Human

• Selection of suitable case studies

• Sequence of units/themes. All Physical, then Human geography? (or vice versa) Mixture of topics - Physical, Human, Physical etc?

Where does fieldwork fit in? When will the Non-Examined Assessment be completed?

• Available resources for teaching the course, particularly less familiar aspects e.g. Changing places

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Discussion of planning and managing the course

Which one of these environments would you prefer to include?Hot deserts……..Coastal …………..Cold environments

Which of these physical options would you prefer to focus on?Hazards…..Ecosystems

Which of these human options would you prefer to focus onContemporary urban environments….Population and the environment….Resource security

Which case studies might be selected. What place studies might be relevant to your students.

How will you implement the new fieldwork requirements? Residential trips, local fieldwork, half days, full days?Which local environments might offer the greatest potential for fieldwork investigation? Which fieldwork themes might be suitable for your students?

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AQA ongoing support and resources

• AQA website

• e-AQA

• Secure Key Materials

• ERA (Enhanced Results Analysis)

• Training courses

• Preparing to teach events

• AQA family of businesses(Exampro, Teach it)


Why choose this course?

• It gives a balanced coverage of the subject, with equal coverage of physical and human geography. The physical and human components of the course follow parallel paths in structure and assessment;

• The course is topical and contemporary, covering issues of current significance, such as climate change, hazard management, desertification and deforestation, global governance, urban regeneration and sustainable living.

• Several themes are familiar from the current A-Level course, particularly in physical geography. This allows use existing teaching and learning resources/approaches.

• There is reduced repetition of topics covered at GCSE/KS4, providing continuity and progression in geographical understanding. Topics previously included at GCSE are approached from a new perspective.



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AS/A-level Geography For first teaching in 2016 Copyright © AQA and its licensors. All rights...

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