Professional Documents
Culture Documents
Geography
AS exams 2011 onwards
A2 exams 2011 onwards
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
Contents
1 Introduction 2
1.1 Why choose AQA? 2
1.2 Why choose Geography? 2
1.3 How do I start using this specification? 3
1.4 How can I find out more? 3
2 Specification at a Glance 4
3 Subject Content 5
3.1 Unit 1 GEOG1 Physical and Human Geography 7
3.2 Unit 2 GEOG2 Geographical Skills 9
3.3 Unit 3 GEOG3 Contemporary Geographical Issues 10
3.4 Unit 4A GEO4A Geography Fieldwork Investigation 13
3.5 Unit 4B GEO4B Geographical Issue Evaluation 14
3.6 Skills Checklist 16
4 Scheme of Assessment 17
4.1 Aims 17
4.2 Assessment Objectives (AOs) 18
4.3 National Criteria 19
4.4 Prior Learning 19
4.5 Synoptic Assessment and Stretch and Challenge 19
4.6 Access to Assessment for Disabled Students 20
5 Administration 21
5.1 Availability of Assessment Units and Certification 21
5.2 Entries 21
5.3 Private Candidates 21
5.4 Access Arrangements and Special Consideration 22
5.5 Language of Examinations 22
5.6 Qualification Titles 22
5.7 Awarding Grades and Reporting Results 22
5.8 Re-sits and Shelf-life of Unit Results 23
Appendices 24
A Performance Descriptions 24
B Spiritual, Moral, Ethical, Social and other Issues 27
C Overlaps with other Qualifications 28
D Key Skills – Teaching, Developing and Providing Opportunities for 29
Generating Evidence
Vertical black lines indicate a significant change or addition to the previous version of this specification.
1
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
1 Introduction
2
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
3
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
2 Specification at a Glance
AS Examinations AS
Award
Unit 1 – GEOG1
1031
Physical and Human Geography
70% of AS, 35% of A Level
2 hour written examination
120 marks
Structured short and extended questions
2
Available January* and June *January 2010 onwards
Unit 2 – GEOG2
Geographical Skills
30% of AS, 15% of A Level
1 hour written examination
50 marks
Structured skills and generic fieldwork questions
Available January and June
A2 Examinations
Unit 3 – GEOG3
Contemporary Geographical Issues
30% of A Level
A Level
2 hour 30 minutes written examination Award
90 marks 2031
Structured short and extended questions, plus an essay
Available January* and June *January 2011 onwards
AS + A2 = A Level
4
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
3 Subject Content
Introduction
Contemporary geography is a subject which In examinations it is always likely that relevant and
explicitly engages with the relationship of human measured expressions and evaluations of such values
populations to each other over space and time and and attitudes will be creditworthy and on occasions
their relationship with their physical environment at a may be explicitly required by examination questions
variety of scales from the local to the global. and tasks.
All units specified in AQA GCE Geography offer The subject content follows an issues and impacts
opportunities for candidates to consider: approach throughout. It has a developmental
structure designed to facilitate progression through
• their own roles, values and attitudes in relation to
the course and beyond to link with the demands
themes and issues being studied
of higher level study. Concepts covered at GCSE
• the roles, values and attitudes of others including may be revisited at AS, but not repeated. Concepts
decision-makers. covered in AS may be further developed but not
repeated at A2.
Course Structure
5
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
6
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
7
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
Hot desert environments and their margins The ways natural population change and migration
affect the character of rural and urban areas.
Location and characteristics of hot deserts and their
margins (arid and semi-arid) – climate, soils and Settlement case studies – comparing two (or more)
vegetation. of the following areas – an inner city area, a suburban
area, an area of rural/urban fringe and an area of rural
Causes of aridity – atmospheric processes relating to settlement. To include reference to characteristics
pressure, winds, continentality, relief and cold ocean such as: housing, ethnicity, age structure, wealth and
currents. employment and the provision of services.
Arid geomorphological processes: mechanical The implications of the above for social welfare.
weathering.
The effect of wind – erosion: deflation and abrasion; The Human Options
transportation; suspension, saltation, surface creep;
deposition.
Food Supply Issues
The effect of water – sources: exogenous, endoreic
and ephemeral. The role of flooding. Global patterns of food supply, consumption and
trade. The geopolitics of food.
Landforms resulting from – wind action: yardangs,
Contrasting agricultural food production systems –
zeugen and sand dunes – water action: pediments,
3 commercial, subsistence, intensive, extensive, arable,
inselbergs, mesas and buttes, salt lakes, alluvial fans,
livestock, mixed farming.
wadis and badlands.
Managing food supply – strategies to increase
Desertification: distribution of areas at risk, physical
production: the Green Revolution, genetic
and human causes, impact on land, ecosystem and
modification and other high technology approaches,
populations.
land colonisation, land reform, commercialisation,
Case study of desertification in the Sahel – the appropriate/intermediate technology solutions.
struggle for survival to include the energy/fuel wood Managing food supply – strategies to control the
crisis, water supply, the impact on food supply/ level and nature of food production as evidenced
farming and livelihoods and coping/management in the European Union: subsidies, tariffs,
strategies including external aid. intervention pricing, quotas; non-market policies and
Managing hot desert environments and their margins environmental stewardship.
– to consider and evaluate the strategies adopted Changes in demand: the growing demand from
with regard to land use and agriculture in areas such richer countries for high value food exports from
as the Sahel and contrast with the development of poorer countries, all year demand for seasonal
areas such as south-western USA or southern Spain. foodstuffs, increasing demand for organic produce,
Implications and potential for sustainability. moves towards local/regional sourcing of foodstuffs.
Food supplies in a globalising economy: the role
Core Human Section of transnational corporations in food production,
processing and distribution. Environmental aspects
Population Change of the global trade in foodstuffs.
Population indicators – vital rates (birth rate, death The potential for sustainable food supplies.
rate, fertility rate, infant mortality rate, life expectancy, Case studies of two contrasting approaches to
migration rate and population density) for countries at managing food supply and demand.
different stages of development.
Population change: the demographic transition Energy Issues
model (5 stages), its validity and applicability in
countries at different stages of development. Types of energy – renewable (flow) resources, non-
renewable (stock) resources, primary/secondary
Population structures at different stages of the energy, the primary energy mix considered in a
demographic transition. The impact of migration national context.
on national population structure. The implications
of different structures for the balance between Global patterns of energy supply, consumption and
population and resources. trade. Recent changes in these patterns.
Social, economic and political implications of The geopolitics of energy – conflict and co-operation
in world affairs. The role of transnational corporations
population change. Attempts to manage population
in world energy production and distribution.
change to achieve sustainable development with
reference to two case studies of countries at different Environmental impact of energy production – fuel
stages of development. wood gathering; nuclear power and its management.
The use of fossil fuels – acid rain, the potential
exhaustion of fossil fuels.
8
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
The potential for sustainable energy supply and Food and health – malnutrition, periodic famine,
consumption. Renewable energy – biomass, solar obesity.
power, wind energy, wave energy and tidal energy. Contrasting health care approaches in countries at
Appropriate technology for sustainable development. different stages of development.
Energy conservation – designing homes, workplaces Health matters in a globalising world economy –
and transport for sustainability. transnational corporations and pharmaceutical
Case studies at national scale of two contrasting research, production and distribution; tobacco
approaches to managing energy supply and demand. transnationals.
At the end of the paragraph above demand has Regional variations in health and morbidity in the UK.
been added. This addition will apply in the January Factors affecting regional variations in health and
2012 and subsequent examinations. morbidity – age structure, income and occupation
type, education, environment and pollution.
Health Issues Age, gender, wealth and their influence on access to
Global patterns of health, morbidity and mortality: facilities for exercise, health care, and good nutrition.
health in world affairs.
A local case study on the implications of the above
The study of one infectious disease (e.g. malaria, HIV/ for the provision of health care systems.
AIDS) its global distribution and its impact on health, 3
economic development and lifestyle.
The study of one non-communicable disease (e.g.
coronary disease, cancer) its global distribution and
its impact on health, economic development and
lifestyle.
9
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
10
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
The biome of one tropical region (savanna Planning and management issues.
grassland or tropical monsoon forest or tropical Contrasting case studies within countries at different 3
equatorial rainforest) levels of economic development to demonstrate the
The main characteristics of the biome. above.
Ecological responses to the climate and soil moisture Urban decline and regeneration within
budget – adaptations by vegetation and animals. urban areas
Human activity and its impact on the biome. Characteristics and causes of urban decline.
Development issues in the biome to include aspects Urban regeneration: gentrification, property-led
of biodiversity and the potential for sustainability. regeneration schemes, partnership schemes between
local and national governments and the private
Ecosystem issues on a local scale: impact of sector.
human activity
Changes in ecosystems resulting from urbanisation. Retailing and other services
Urban niches. Colonisation of wasteland: the The decentralisation of retailing and other services –
development of distinctive ecologies along causes and impacts.
routeways (e.g. roads and railways). The planned One case study of an out of town centre retailing
and unplanned introduction of new species and the area.
impact of this on ecosystems. The redevelopment of urban centres – impacts and
Changes in the rural/urban fringe. responses, including one case study of an urban
Ecological conservation areas. One case study centre that has undergone redevelopment.
should be undertaken. Contemporary sustainability issues in urban
Ecosystem issues on a global scale areas
The relationships between human activity, biodiversity Waste management: recycling and its alternatives.
and sustainability. Transport and its management: the development of
The management of fragile environments integrated, efficient and sustainable systems.
(conservation versus exploitation): two contrasting
case studies of recent (within the last 30 years)
management schemes in fragile environments should
be undertaken.
11
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
12
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
13
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
3
3.5 Unit 4B GEO4B Geographical Issue Evaluation
Introduction • where necessary, carry out further research into
the issue or the area referred to in the AIB
Unit 4B is an issue evaluation exercise and, as
such, demands the development of the range of • be able to recognise and define an issue
geographical skills, knowledge and understanding • consider evidence from different points of view
identified in this specification. Unit 4B allows
candidates to extend the content of the specification • recognise shortcomings of the data and consider
within the specialised context of issue evaluation. other possible sources through which those
shortcomings could be remedied
The Advance Information Booklet GEO4B/PM
• establish criteria for evaluation of the issue or for
The Advance Information Booklet is to be opened
decision-making
and issued to candidates on or after 1 April for a
June examination, or on or after 1 November for a • evaluate a range of options concerning the
January examination. management of an issue or of a decision
Copies of the Advance Information Booklet are • identify and analyse potential areas of conflict
sent automatically to those centres that have • consider ways of resolving or reducing conflict
submitted estimates of entry for this unit for a specific
examination series. If your centre fails to submit an • recommend a way of managing the issue
estimate of entry form, you will be able to obtain or making a decision – and justify their
copies of the booklet by contacting the entries recommendation
department at AQA. • suggest the possible impact of action that could
result from their recommendation
The process of issue evaluation • review the process of issue evaluation.
To enable candidates to address issue evaluation
they must: The parties which may be
• interpret a range of data and resources provided involved in the issue
for them in the Advance Information Booklet (AIB)
• International agencies
• use techniques to present and analyse data from
• National and local government
the AIB
• Government agencies
• consider how additional information could be
collected using fieldwork, internet research and • Business interests
other methods • Non-governmental organisations
• relate the data to the body of geographical • Interest and pressure groups
knowledge and understanding developed through
their AS and A2 studies • Individual people.
14
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
15
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
16
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
4 Scheme of Assessment
4.1 Aims
AS and A Level specifications in Geography should In addition, for A2 the specification should require
encourage students to: students to:
• develop and apply their understanding of • undertake individual research/investigative work,
geographical concepts and processes to including fieldwork
understand and interpret our changing world
• extend their understanding of geographical ideas,
• develop their awareness of the complexity concepts and processes
of interactions within and between societies,
• identify and analyse the connections between the
economies, cultures and environments at scales
different aspects of geography
from local to global
• analyse and synthesise geographical information
• develop as global citizens who recognise the
in a variety of forms and from a range of sources
challenges of sustainability and the implications for
their own and others’ lives • consider new ideas and developments about the
changing nature of geography in the 21st century
• improve as critical and reflective learners aware of
the importance of attitudes and values, including • critically reflect on and evaluate the potential and
their own limitations of approaches and methods used both
in and outside the classroom.
• become adept in the use and application of skills
and new technologies through their geographical
studies both in and outside the classroom
• be inspired by the world around them, and gain
enjoyment and satisfaction from their geographical
studies and understand their relevance.
Specifications should reflect new ideas and 4
developments about the changing nature of
geography in the 21st century and its relevance for
everyday life.
AS and A Level specifications in Geography should
require students to:
• develop knowledge and understanding of selected
physical, human and environmental processes
that underpin key geographical concepts
• develop a knowledge and understanding of
the key concepts of place, space, diversity,
interdependence, people – environment
interaction, the processes associated with these,
and change over time
• study at a range of scales and understand the
importance of scale as a geographical idea
• use a range of skills and techniques, including
the use of maps and images at different scales,
necessary for geographical study
• carry out research and out-of-classroom work
including fieldwork, as appropriate to the topics
selected
• use modern information technologies, including
geographical information systems, as appropriate
to the content.
• develop understanding of the application and
relevance of geography.
17
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
Unit 1 Unit 2
AO1 36.1 3.6 39.7
AO2 28.0 7.2 35.2
AO3 5.8 19.2 25.0
Overall weighting of units (%) 70 30 100
Overall weighting of
Assessment Objectives Unit Weightings (%)
AOs (%)
18
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
19
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
20
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
5 Administration
AS A2 AS A Level
January 2009 Unit 2 only
June 2009 4 4
January 2010 4 Units 4A and 4
4B only
June 2010 4 4 4 4
January 2011 onwards 4 4 4 4
June 2011 onwards 4 4 4 4
5.2 Entries
Please refer to the current version of Entry Unit 1 – GEOG1
Procedures and Codes for up-to-date entry Unit 2 – GEOG2
procedures. You should use the following entry codes
for the units and for certification. Unit 3 – GEOG3
Unit 4A – GEO4A
Unit 4B – GEO4B
AS certification – 1031
A Level certification – 2031
5
21
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
22
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
23
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
Appendices
A Performance Descriptions
These performance descriptions show the level of The grade awarded will depend in practice upon
attainment characteristic of the grade boundaries at the extent to which the candidate has met the
A Level. They give a general indication of the required Assessment Objectives (see Section 4) overall.
learning outcomes at the A/B and E/U boundaries at Shortcomings in some aspects of the examination
AS and A2. The descriptions should be interpreted may be balanced by better performances in others.
in relation to the content outlined in the specification;
they are not designed to define that content.
24
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
Assessment Demonstrate knowledge Analyse, interpret and Select and use a variety
Objectives and understanding of the evaluate geographical of methods, skills and
content, concepts and information, issues and techniques (including the
processes. viewpoints and apply use of new technologies) to
understanding in unfamiliar investigate questions and
contexts. issues, reach conclusions
and communicate findings.
A/B boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:
performance a) demonstrate detailed a) analyse and interpret a) select and use
descriptions knowledge and geographical information, appropriately a range
understanding of a issues and viewpoints of methods, skills and
range of concepts and b) offer a valid evaluation of techniques (including
processes geographical information, new technologies) when
b) demonstrate detailed issues and viewpoints investigating questions
knowledge and and issues
c) demonstrate the ability
understanding of subject- to apply geographical b) reach valid conclusions
specific material. understanding to and communicate
unfamiliar contexts at findings clearly in a
different scales. structured manner
appropriate to the task.
E/U boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:
performance a) demonstrate some a) offer limited and a) use a limited range of
descriptions knowledge and inconsistent analysis methods, skills and
understanding of some and interpretation of techniques (which
concepts and processes geographical information, may include new
b) show basic knowledge issues and viewpoints technologies) to attempt
and understanding of b) attempt some to investigate questions
subject-specific material. limited evaluation of and issues
geographical information, b) draw some limited
issues and viewpoints conclusions
c) s how some limited c) communicate findings
ability to apply aspects which broadly address
of geographical the tasks.
understanding to
unfamiliar contexts.
25
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
Assessment Demonstrate knowledge Analyse, interpret and Select and use a variety
Objectives and understanding of the evaluate geographical of methods, skills and
content, concepts and information, issues and techniques (including the
processes. viewpoints and apply use of new technologies) to
understanding in unfamiliar investigate questions and
contexts. issues, reach conclusions
and communicate findings.
A/B boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:
performance a) demonstrate knowledge a) accurately and a) select and use
descriptions and understanding of a competently analyse and appropriately and
wide range of concepts interpret geographical accurately a wide range
and processes information, issues and of methods, skills and
b) show thorough viewpoints techniques (including
knowledge and b) offer a thorough new technologies) when
understanding of evaluation of thoroughly investigating
subject-specific material. geographical information, questions and issues
issues and viewpoints b) reach substantiated and
in relation to specific valid conclusions
geographical concepts c) communicate findings
c) demonstrate the ability accurately and
to apply accurate and appropriately to the task.
appropriate geographical
understanding to
unfamiliar contexts with
precision at a range of
scales.
E/U boundary Candidates characteristically: Candidates characteristically: Candidates characteristically:
performance a) demonstrate some a) show some attempts a) use a range of methods,
descriptions knowledge and to analyse and interpret skills and techniques
understanding of the geographical information, (which include new
main concepts and issues and viewpoints technologies) to
processes with varying degrees of investigate questions
b) show some success and issues with varying
understanding of subject- b) offer some evaluation of degrees of success
specific material. geographical information, b) draw some
issues and viewpoints straightforward
with variable success conclusions
c) show some ability to c) communicate findings
apply geographical broadly appropriate to
understanding to the task
unfamiliar contexts
with some degree of
accuracy.
26
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
27
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
28
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
29
GCE Geography Specification for AS exams 2011 onwards and A2 exams 2011 onwards (version 2.0)
Communication
C3.1a 4 4 4 4 4
C3.1b 4 4 4 4 4
C3.2 4 4 4 4 4
C3.3 4 4 4 4 4
Application of Number
N3.1 4 4 4 4 4
N3.2 4 4 4 4 4
N3.3 4 4 4 4 4
Information Technology
ICT3.1 4 4 4 4 4
ICT3.2 4 4 4 4 4
ICT3.3 4 4 4 4 4
Working with Others
WO3.1 4 4 4 4 4
WO3.2 4 4 4 4 4
WO3.3 4 4 4 4 4
Improving own Learning and
Performance
LP3.1 4 4 4 4 4
LP3.2 4 4 4 4 4
LP3.3 4 4 4 4 4
Problem Solving
PS3.1 4 4
PS3.2 4 4
PS3.3 4 4
30
GCE Geography (2030) 2011 onwards
Qualification Accreditation Number: AS 500/2594/6 - A Level 500/2592/2
To obtain free specification updates and support material or to ask us a question register with Ask AQA:
www.aqa.org.uk/ask-aqa/register
Support meetings are available throughout the life of the specification.
Further information is available at:
http://events.aqa.org.uk/ebooking