The structure of the papers

Syllabus outline – Higher Level

Diploma Programme Geography – HL HL teaching HL assessment (first assessment May 2019)
curriculum (first teaching September 2017) hours
Part one Geographic themes – seven options 90 hours Paper 1
Three options are studied at HL HL weight 35%
•  Freshwater – drainage basins 45 minutes per option question
•  Oceans and coastal margins Total 135 minutes (2¼ hours)
•  Extreme environments Each option has a structured question and one
•  Geophysical hazards extended answer question from a choice of two
•  Leisure, tourism and sport 20 (10 + 10) marks per option
•  The geography of food and health Total 60 marks
•  Urban environments
Part two HL core 70 hours Paper 2
Geographic perspectives – global change HL weight 25%
•  Changing population Total 90 minutes
• Global climate – vulnerability and Paper 2 Section A
resilience Three structured questions, based on each core unit
• Global resource consumption and 30 marks
security
Paper 2 Section B
Infographic or visual stimulus, with structured
questions and one extended answer question from a
choice of two
20 (10 + 10) marks
Total 50 marks
Part two HL only 60 hours Paper 3
HL core Geographic perspectives – global HL weight 20%
extension interactions Total 60 minutes
•  Places, power and networks Choice of three extended answer questions, with two
•  Development and diversity parts, based on each HL core unit
•  Global risks and resilience 28 marks
Part A – 12 marks
Part B – 16 marks
Total examination time 4 hours 45 mins
Internal HL 20 hours Internal assessment
assessment Fieldwork HL weight 20%
Fieldwork, leading to one written report Fieldwork question to be based on any suitable topic
based on a fieldwork question, information from the syllabus
collection and analysis with evaluation Total 25 marks
Total teaching hours 240 hours

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Summary of assessment at HL
Assessment component Weighting
External assessment (4 hours 45 minutes) 80%
Paper 1 (2 hours 15 minute) (35%)
Geographic themes – three options (60 marks)

Paper 2 (1 hour 30 minutes) (25%)

Geographic perspectives – global change (50 marks)

Paper 3 (1 hour) (20%)

Geographic perspectives – global interactions (28 marks)
Internal assessment (20 hours) 20%
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Fieldwork (20 hours)

Written report (25 marks)

Syllabus outline – Standard Level (SL)

Diploma Programme Geography – SL SL teaching SL assessment (first assessment May
curriculum (first teaching September hours 2019)
2017)
Part one Geographic themes – seven options 60 hours Paper 1
Two options are studied at SL SL weight 35%
•  Freshwater – drainage basins 45 minutes per option question
•  Oceans and coastal margins Total 90 minutes (1½ hours)
•  Extreme environments Each option has a structured question
•  Geophysical hazards and one extended answer question from a
choice of two
•  Leisure, tourism and sport
20 (10 + 10) marks per option
•  The geography of food and health
Total 40 marks
•  Urban environments
Part two SL and HL core 70 hours Paper 2
Geographic perspectives – global change SL weight 40%
•  Changing population Total 90 minutes
• Global climate – vulnerability and Paper 2 Section A
resilience Three structured questions, based on each
• Global resource consumption and SL/HL core unit
security 30 marks
Paper 2 Section B
Infographic or visual stimulus, with
structured questions and one extended
answer question from a choice of two
20 (10 + 10) marks
Total 50 marks

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Diploma Programme Geography – SL SL teaching SL assessment (first assessment May

curriculum (first teaching September hours 2019)
2017)
Internal SL and HL 20 hours Internal assessment
assessment Fieldwork SL weight 25%
Fieldwork, leading to one written report Fieldwork question to be based on any
based on a fieldwork question, information suitable topic from the syllabus
collection and analysis with evaluation Total 25 marks
Total teaching hours 150 hours

Summary of assessment at SL
Assessment component Weighting
External assessment (3 hours) 75%
Paper 1 (1 hour 30 minutes)
Geographic themes – two options (40 marks) (35%)

Paper 2 (1 hour 30 minutes)

Geographic perspectives – global change (50 marks) (40%)
Internal assessment (20 hours) 25%
This component is internally assessed by the teacher and externally moderated by the IB at the end of the
course.
Fieldwork (20 hours)
Written report (25 marks)

The relative importance of essays Interpreting the essay title

at HL and SL
IB exams consist of different approaches to
assessment, including extended responses. The
advice given here is directed towards conventional
full-length essays, which are compulsory in Papers
1 and 3. In both cases, one essay carries a relatively
heavy mark weighting, as shown below:
●● Paper 1, each essay of SL and HL 6.25% of
total marks
●● Paper 2 SL 8% of total marks and 7% of the
total marks for HL
●● Paper 3 (HL only) 20% of total marks. In
this exam you will have one hour to answer
the question, which appears as parts (a) and
(b). These may be linked to the same topic
(for example Power, place and networks) or
may be independent. Either way, you should
approach the two parts separately and assume
that the examiner will not cross-credit them,
i.e. transfer marks from one to the other if
information is misplaced.
1. Underline the keywords in the title.
2. Go through the checklist below and check
each aspect against your essay title to see if it
is relevant or not. This will ensure that you
give the essay title its broadest interpretation.
The title may be brief and leave you to think
creatively and to comment on specific aspects
of the subject that are not actually mentioned
in the title but which are relevant to it. For
example, if the question asks you to comment
on the global variation in fertility rate, you
would need to write about variations in time as
well as space.
Concepts
Note that not all of the items in this checklist will
be relevant to your essay.
●● Processes – natural and human-induced
processes
●● Places – poor/rich countries, rural/urban areas,
tropical/temperate regions

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●● Power – stakeholders, e.g. rich/poor,

individuals/communities, TNCs, national
Structure of the essay
governments, multi-government organizations, Introduction
NGOs, civil society
The introductory paragraph gives an interpretation
●● Possibilities – as a result of different of the title, defines terms, indicates the slant or the
stakeholders, outcomes/events may turn out direction of the argument and generally sets the
very differently scene.
●● Issues – positive/negative; human/physical;
environmental/social/demographic/political/ The main body of the essay
economic Make sure that each paragraph in this part of your
●● Scale – global, regional, national, sub-national, essay presents a distinct point or idea. The opening
local, household line of each paragraph should clearly indicate its
content. The remainder of the paragraph elaborates
●● Time –long term/short term; past, present,
on that point.
future.
Examples, case studies and illustrations, such as
Planning sketch maps and diagrams, should appear in this
section.
Planning is important. Reasons why you should
plan your essay include:
Conclusion
●● it allows you to order your thoughts before
Here you should return to the essay title and
writing
provide an overview of your response. The
●● you can return to the essay plan and insert new conclusion should not contain new ideas; it should
points as you get inspiration while writing round off an argument and summarize the key
features of the content.
●● it presents a logical sequence of ideas that the
reader can follow easily
●● examiners have little time and will credit a Command terms – the language of
well-structured answer that is easy to follow
IB exams
●● it allows you to focus on the question and make It is recommended that you become familiar with
sure that the content is relevant. the command words and other terms listed and
defined below. They are all found in IB geography
exam questions – misinterpretation costs marks.
Command words
Analyse break down in order to bring out the essential elements or structure
Annotate add brief notes to a diagram or graph
Classify arrange or order by class or categories
Compare give an account of the similarities between two (or more) items or situations, referring to both
(or all) of them throughout
Compare and contrast give an account of similarities and differences between two (or more) items or situations,
referring to both (or all) of them throughout
Construct display information in a diagrammatic or logical form
Contrast give an account of the differences between two (or more) items or situations, referring to both
(or all) of them throughout
Define give the precise meaning of, for example, a word, phrase, concept or physical quantity
Describe give a detailed account
Determine obtain the only possible answer

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Discuss offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence
Distinguish make clear the differences between two or more concepts/items
Draw represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight
edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should
have points correctly plotted (if appropriate) and joined in a straight line or smooth curve
Estimate obtain an approximate value
Evaluate make an appraisal by weighing up the strengths and limitations
Examine consider an argument or concept in a way that uncovers the assumptions and
interrelationships of the issue
Explain give a detailed account, including reasons or causes
Identify find an answer from a number of possibilities
Justify give valid reasons or evidence for an answer or conclusion
Label add labels to a diagram
Outline give a brief account or summary
State give a specific name, value or other brief answer without explanation or calculation
Suggest propose a solution, hypothesis or other possible answer
To what extent consider the merits or otherwise of an argument or concept. Opinions and conclusions should
be presented clearly and supported with empirical evidence and sound argument
Source: Adapted from the Geography Subject Guide, IBO

Exam-speak – common terms that may confuse

Verbs
Referring to mentioning or using
Influence explain the effect of one thing upon another
Modify change
Respond to take action
Nouns
Outcome consequence/result
Benefits/advantages positive outcomes
Costs/disadvantages negative outcomes
Impacts/effects usually dramatic outcomes
Issues important and controversial results
Problems difficulties
Pressures/conflicts undesirable competition
Challenges difficulties that may be overcome
Opportunities potential benefits
Trend change over time (on a graph)
Pattern distribution in space
Feature a distinct part, e.g. a cliff is a coastal feature
Process the actions or changes that occur between parts
Relationship a two-way interaction

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Adjectives
Global the whole world
Regional global regions, e.g. Asia-Pacific
National belonging to one country
Local the immediate area or district
Possible may happen
Probable very likely to happen
Economic relates to business, finance, employment
Social relates to human welfare, e.g. housing and health
Cultural relates to language, customs, religion and moral codes
Political relates to the actions of governments
Demographic relates to populations, e.g. fertility rate
Environmental relates to the physical environment

External markbands
Paper 1 (Optional themes) and Paper 2
SL and HL Maximum mark 10 (2 marks
per band)
The level descriptors per markband below describe refer to the command terms. For the full definition,
characteristics of a typical response appropriate to refer to the list of command terms above.
a specific mark range. Verbs in bold in the criteria

Marks Level descriptor

AO1: Knowledge and understanding of AO3: Synthesis and evaluation AO4: Selection, use and
specified content application of a variety
AO2: Application and analysis of of appropriate skills and
knowledge and understanding techniques
0 The work does not reach a standard described by the descriptors below.
1–2 The response is too brief, lists unconnected information, is not focused on the question and lacks
structure.
• The response is very brief or • No evidence of evaluation • Information presented is
descriptive, listing a series of or conclusion is expected at not grouped logically (in
unconnected comments or largely this level. paragraphs or sections).
irrelevant information. The knowledge • Maps, graphs or diagrams
and understanding presented is very are not included, are
general with large gaps or errors in irrelevant or difficult
interpretation. Examples or case to decipher (only if
studies are not included or only listed. appropriate to the
•  There is no evidence of analysis. question).
• Terminology is missing, not defined,
irrelevant or used incorrectly.

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Marks Level descriptor

AO1: Knowledge and understanding of AO3: Synthesis and evaluation AO4: Selection, use and
specified content application of a variety
AO2: Application and analysis of of appropriate skills and
knowledge and understanding techniques
3–4 The response is too general, lacks detail, is not focused on the question and is largely unstructured.
• The response is very general. The • If appropriate to the question, • Most of the information is
knowledge and understanding the conclusion is irrelevant. not grouped logically (in
presented outlines examples, statistics • There is no evidence of paragraphs or sections).
and facts that are both relevant and critical evaluation of evidence • Maps, graphs or diagrams
irrelevant. Links to the question (examples, statistics and case included lack detail, are
are listed. studies). incorrectly or only partially
• The argument or analysis presented is interpreted without
not relevant to the question. explicit connections
• Basic terminology is defined and used to the question (only
but with errors in understanding or if appropriate to the
used inconsistently. question).
5–6 The response partially addresses the question, but with a narrow argument, an unsubstantiated
conclusion, and limited evaluation.
• The response describes relevant • If appropriate to the question, • Logically related
supporting evidence (information, the conclusions are general, information is grouped
examples, case studies, etc), outlining not aligned with the evidence together (in sections
appropriate link(s) to the question. presented and/or based on an or paragraphs) but not
• The argument or analysis partially incorrect interpretation of the consistently.
addresses the question or elaborates evidence. • Maps, graphs or diagrams
one point repeatedly. • Other perspectives on included do not follow
• Relevant terminology is defined evidence (examples, statistics conventions, and include
and used with only minor errors and case studies) and/or relevant and irrelevant
in understanding or is used strengths and weaknesses of interpretations in the text
inconsistently. evidence are listed. (only if appropriate to the
question).
7–8 The response addresses the whole question, the analysis is evaluated and the conclusion is relevant but
lacks balance.
• The response describes relevant • If appropriate to the question, • Logically related
supporting evidence correctly the conclusion is relevant to information is grouped
(information, examples and case the question, aligned with the together (in sections)
studies) that covers all the main points evidence but unbalanced. consistently.
of the question, describing appropriate • Other perspectives on • Maps, graphs or diagrams
links to the question. evidence (examples, statistics included contribute to/
• The argument or analysis is clear and and case studies) and/or support the argument
relevant to the question but one-sided strengths and weaknesses of or analysis (only if
or unbalanced. evidence are described. appropriate to the
• Complex terminology is defined and question).
used correctly but not consistently.

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Marks Level descriptor

AO1: Knowledge and understanding of
specified content
AO2: Application and analysis of
knowledge and understanding
9–10 The response is in-depth and question-specific (topic and command term); analysis and conclusion are
justified through well-developed evaluation of evidence and perspectives.
• The response explains correct and
relevant examples, statistics and
details that are integrated in the
response, explaining the appropriate
link to the question.
• The argument or analysis is balanced,
presenting evidence that is discussed,
explaining complexity, exceptions and
comparisons.
• Complex and relevant terminology
is used correctly throughout the
response.
AO3: Synthesis and evaluation
• If appropriate to the question, • Response is logically
the conclusion is relevant to
the question, balanced and
aligned with the evidence.
• Evaluation includes a
systematic and detailed
presentation of ideas, cause
and effect relations, other
perspectives; strengths and
weaknesses of evidence are
discussed; (if appropriate)
includes justification of the
argument and conclusion.
AO4: Selection, use and
application of a variety
of appropriate skills and
techniques
structured with discussion
(and if appropriate to the
question, a conclusion)
focusing on the argument
or points made, making it
easy to follow.
• Maps, graphs or
diagrams are annotated
following conventions,
and their relevance is
explained and support
the argument or analysis
(only if appropriate to the
question).

External assessment markbands – HL

See “External assessment markbands, SL and HL” below for the markbands for papers 1 and 2.

Paper 3 HL part A
Maximum mark 12 (3 marks per band)
The level descriptors per markband below describe characteristics of a typical response appropriate to a
specific mark range. Verbs in bold in the criteria refer to the command terms. For the full definition, refer
to the list of command terms above.

Marks Level descriptor

AO1: Knowledge and understanding of AO3: Synthesis AO4: Selection, use and application
specified content and evaluation of a variety of appropriate skills and
AO2: Application and analysis of techniques
knowledge and understanding
0 The work does not reach a standard described by the descriptors below.

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Marks Level descriptor

AO1: Knowledge and understanding of AO3: Synthesis AO4: Selection, use and application
specified content and evaluation of a variety of appropriate skills and
AO2: Application and analysis of techniques
knowledge and understanding
1–3 The response is general, not focused on the question, and lacks detail and structure.
• The response is very brief or general, • No evidence of • Information is listed but is not grouped
listing a series of unconnected synthesis or together in paragraphs, or paragraphing
comments or largely irrelevant evaluation is is erratic.
information. Evidence is general expected. • If present, the conclusion is brief, does
or relevant to the topic, but not the not summarize the argument and/or does
question. not address the question.
• Evidence (that is, facts, statistics,
examples or theories) is listed, lacks
detail, and the relevance to the question
is unclear.
• Evidence is not used to formulate an
argument or an analysis.
• Everyday language is used; there is little
use of geographical terminology or it is
used with errors in understanding.
4–6 The response only partially addresses the question; evidence is both relevant and irrelevant and is largely
unstructured.
• The response partially addresses the • No evidence of • Paragraphs do not reflect grouping of
question and/or does not meet the synthesis or information that addresses a specific
requirements of the command term. Key evaluation is element of the question.
evidence is not included. expected. • If present, the conclusion is one-sided,
• A mix of relevant and irrelevant evidence addressing only part of the question.
is outlined (that is, facts, statistics,
examples or theories) and any links to
the question are only listed.
• The evidence presented supports only
one element or interpretation of the
question.
• Key geographical terms are defined
briefly. The terminology used is both
relevant and irrelevant to the question.

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Marks Level descriptor

AO1: Knowledge and understanding of AO3: Synthesis AO4: Selection, use and application
specified content and evaluation of a variety of appropriate skills and
AO2: Application and analysis of techniques
knowledge and understanding
7–9 The response addresses most parts of the question and outlines an analysis supported by relevant
evidence but may lack clear links between paragraphs.
• The question is broken down into • No evidence of • A series of standalone paragraphs
parts and most parts of the question synthesis or each addressing a specific element
are addressed in the response, with evaluation is of the question but lacking clear links
supporting evidence for each aspect of expected. connecting them all into a coherent
the question. The response meets the whole.
requirements of the command term. • The conclusion repeats and summarizes
• Relevant evidence (that is, facts, the analysis or argument, but may
statistics, examples or theories) is contain new information as well.
described, focused on the question and
mostly correct. Links with the question
are described.
• The analysis outlines a two-sided
argument briefly (if appropriate) and is
mostly descriptive, using examples as
explanation.
• Correct definitions are given, and
relevant and irrelevant specialist
geographical terms are used with
occasional errors; or everyday language
is used.
10–12 The response addresses all aspects of the question; the analysis is explained using evidence integrated in
the paragraphs, and it is well structured.
• All aspects of the question are • No evidence of • Paragraphs focus on a relevant point
addressed and the response meets the synthesis or of the argument and integrate the
requirements of the command term. evaluation is supporting evidence. Paragraphs are
• Detailed evidence (that is, facts, expected. linked and support the logical flow of the
statistics, examples or theories) are argument and response.
integrated in sentences and paragraphs, • The conclusion summarizes the evidence
and links made between evidence and and argument, and links all back to the
the question are explained and relevant. question.
• The response explains how the two
sides of the argument (if appropriate)
are supported by detailed evidence that
is integrated in sentences.
• Clear, correct definitions and use of
geographical language is integrated
in the sentences and throughout
the response.

10

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Paper 3 HL part B
Maximum mark 16 (4 marks per band)
The level descriptors per markband below describe characteristics of a typical response appropriate to a
specific mark range. Verbs in bold in the criteria refer to the command terms. For the full definition, refer
to the list of command terms above.
Marks Level descriptor
AO1: Knowledge and understanding AO3: Synthesis and evaluation AO4: Selection, use and
of specified content application of a variety
AO2: Application and analysis of of appropriate skills and
knowledge and understanding techniques
0 The work does not reach a standard described by the descriptors below.
1–4 The response is general, not focused on the question, and lacks detail and structure.
• The response is very brief or • No synthesis or evaluation is • Information is listed but
general, listing a series of expected at this level. is not grouped together in
unconnected comments or largely • No links are presented between paragraphs, or paragraphing
irrelevant information. Evidence is the response and (sub)topics in is erratic.
general or relevant to the topic, but the guide. • If present, the conclusion is
not the question. brief, does not summarize
• No valid opinion or perspective
• Evidence (that is, facts, statistics, on the issue is formulated. the argument and/or does
examples or theories) is listed, not address the question.
lacks detail, and the relevance to
the question is unclear.
• Evidence is not used to formulate
an argument or an analysis.
• Everyday language is used;
there is little use of geographical
terminology or it is used with errors
in understanding.
5–8 The response only partially addresses the question with limited links to the guide; evidence is both relevant
and irrelevant and is largely unstructured.
• The response partially addresses • No synthesis or evaluation is • Paragraphs do not reflect
the question and/or does not meet expected at this level. grouping of information
the requirements of the command • The link(s) between the that addresses a specific
term. Key evidence is not included. response and the guide focus on element of the question.
• A mix of relevant and irrelevant one topic; other potential links • If present, the conclusion is
evidence is outlined (that is, facts, are listed. one-sided, addressing only
statistics, examples or theories) • A valid but limited opinion or part of the question.
and any links to the question are perspective on the issue is
only listed. formulated.
• The evidence presented supports
only one element or interpretation
of the question.
• Key geographical terms are defined
briefly. Terminology used is both
relevant and irrelevant to the
question.

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Marks Level descriptor
AO1: Knowledge and understanding
of specified content
AO2: Application and analysis of
knowledge and understanding
9–12 The response addresses most parts of the question with developed links to the guide and outlines an
analysis supported by relevant evidence but may lack clear links between paragraphs.
• The question is broken down
into parts and most parts of the
question are addressed in the
response, with supporting evidence
for each aspect of the question. The
response meets the requirements
of the command term.
• Relevant evidence (that is, facts,
statistics, examples or theories) is
described, focused on the question
and mostly correct. Links with the
question are described.
• The analysis outlines a two-sided
argument briefly (if appropriate)
and is mostly descriptive, using
examples as explanation.
• Correct definitions are given, and
relevant and irrelevant specialist
geographical terms are used with
occasional errors; or everyday
language is used.
13–16 The response addresses all aspects of the question; the analysis is explained and evaluated using
evidence integrated in the paragraphs, and it is well structured.
• All aspects of the question are
addressed and the response
meets the requirements of the
command term.
• Detailed evidence (that is, facts,
statistics, examples or theories)
are integrated in sentences
and paragraphs, and links
made between evidence and
the question are explained and
relevant.
• The response explains how the
two sides of the argument (if
appropriate) are supported by
detailed evidence that is integrated
in sentences.
• Clear, correct definitions and use of
geographical language is integrated
in the sentences and throughout
the response.
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T h e st r u c t u r e o f th e pap e r s
AO3: Synthesis and evaluation
• Synthesis or evaluation is
required at this level.
• Links between the response and
the guide refer to multiple topics
and are described.
• Opinion or perspective
presented is aligned with the
response but the links are
not made explicit or the link
is a general statement. Other
perspectives or interpretations
are listed without details.
• Synthesis and evaluation is
required at this level.
• Links between the response and
(sub)topics from the guide are
explained and supported by the
evidence in the response.
• The opinion or perspective
presented is explicitly linked to • The conclusion summarizes
the range of evidence included
in the response, including
critical analysis of the relative
certainty of evidence used,
describing other perspectives or
interpretations of evidence.
AO4: Selection, use and
application of a variety
of appropriate skills and
techniques
• A series of standalone
paragraphs each addressing
a specific element of the
question but lacking clear
links connecting them all
into a coherent whole.
• The conclusion repeats and
summarizes the analysis or
argument, but may contain
new information as well.
• Paragraphs focus on
a relevant point of the
argument and integrate
the supporting evidence.
Paragraphs are linked and
support the logical flow of
the argument and response.
the evidence and argument,
and links all back to the
question.
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These markbands are devised to assist examiners Internal assessment – the essentials
in grading answers. A best fit approach is adopted,
●● IA counts for 20% of the total marks at HL and
which means that the student’s answer should
25% at SL.
fulfil most but not all of the requirements of any
markbands. ●● It requires 20 hours of class time (including
fieldwork).

Internal assessment: advice to ●● Group work is allowed for data collection.

Fieldwork reports are written individually.
students and teachers ●●

●● Each report must be no more than about 2,450

Why fieldwork matters
Fieldwork is an essential part of learning geography
and is compulsory for both HL and SL students. It
is referred to as “Internal Assessment” (IA), which
means that it will be marked by your teacher and
moderated by an external IB examiner.
Your fieldwork investigation is important because
it will:
●● help you to make sense of some of the more
difficult aspects of the subject
●● improve your overall grade, especially if you do
not perform very well in the external exams
●● provide useful case study material when
answering an external exam question
words long.
●● It must be related to a topic on the syllabus.
Fieldwork research methods
Information must come from the student’s own
observations and measurements collected in the
field. This “primary information” must form the
basis of each investigation.
Fieldwork should provide sufficient information to
enable adequate interpretation and analysis.
Common errors
●● The report greatly exceeds the approximate
2,450 word limit.

●● provide research skills that will be useful in ●● The chosen topic has no spatial element.
higher education or employment. ●● The chosen topic is not geographical.
●● The chosen topic does not relate to the syllabus.

Stages in undertaking
fieldwork for internal
assessment

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●● The fieldwork question is too simplistic.
●● The information is collected only from the
internet.
●● The survey area is too large and covers the
whole region.
●● The fieldwork information is insufficient to
answer the fieldwork question.
●● The analysis is purely descriptive.
Stage 1 (teacher only)
Background research
The success of your fieldwork will depend on your
careful planning and preparation. The following
resources are essential reading before you start.
●● The Diploma Programme Geography (2017
version with first exam in May 2019) can
be found on the subject page of the online
curriculum centre (OCC) at http://occ.ibo.org,
a password-protected IB website designed to
support IB teachers.
●● Additional publications such as teacher support
materials, subject reports, internal assessment
guidance and grade descriptors can also be
found at the OCC.
●● The Examiner’s reports provide teachers with
an overall review of investigations undertaken
in a large range of schools and make
recommendations for future investigations. The
IB Online Curriculum Centre is a discussion
forum where geography teachers often
exchange ideas on fieldwork.
Choosing the right topic
The fieldwork topic must be related to the syllabus,
and the most suitable topics are found within the
Optional Themes. The core and HL extension have
very few topics that are suitable owing to their
global scale. The investigation must be:
focused upon a clearly defined fieldwork question
●●
●● confined to a small area and on a local scale
●● spatial
●● based on the collection of primary information
in the field
●● manageable in terms of the area covered, the
time allowed and the 2,500 word limit
●● able to fulfil the assessment criteria.
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Choosing the right site
The viability and success of the fieldwork is
determined by careful planning and preparation.
It is essential that you select the survey area in
advance of the fieldwork investigation to ensure
that it fulfils the following criteria:
●● It is on a local scale, but the area covered is
large enough for sufficient information to be
collected.
●● The area can be covered by the students in the
time allocated.
●● All sites within the area are accessible at all
times of day and during all seasons.
●● The land is open to the public and research is
permitted.
Where fieldwork is restricted to the school site,
many successful investigations can be undertaken;
for example, surveys of footpath erosion,
microclimate, infiltration/ground compaction and
waste management.
The role of the teacher, the group and the
individual student
It is advisable for you to choose the fieldwork topic
and test its viability before embarking on the class
exercise.
In general, the most successful undertakings
are those involving group work, with the initial
planning done by the teacher. The choice of topic,
the scale of the investigation, the area covered
and the time allowed will be determined by the
number of students available to carry out the work.
Fieldwork methods used to collect information
should be chosen by you, and the techniques
and equipment should be practised prior to the
investigation by the students. Once the fieldwork
is over and the information is made available to
all members of the class, students should work
individually and no further collaboration is allowed.
Stage 2 (teacher and students)
Devising the fieldwork question
The fieldwork question forms a basis to the
research, which should allow for an investigative
rather than descriptive approach. The question
should be clearly focused, unambiguous and
answerable. If the question is simplistic and the
answer obvious, it is unlikely to be worthy of
execution. However, research topics that have
uncertain outcome are still perfectly viable.
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Collecting the right information!
Fieldwork must involve the collection of primary
information. Primary information may be qualitative
or quantitative, or a combination of both. In the case
of a traffic survey, qualitative data might include
photographs, interviews with pedestrians and the
subjective assessment of perceived traffic hazards by
the student. Quantitative information might include
traffic counts, traffic delay times, length of tailback,
noise levels in decibels, or a survey of suspended
particulate matter in the atmosphere. Secondary or
published information not collected by the students
themselves may be used to supplement primary
information. It must not form the basis of the report.
Stage 3 (over to the student)
Once your teacher has done the initial planning
and preparation, it is over to you to undertake the
task of information collection. Remember that this
is a one-off opportunity: the conditions during
which you collected your data cannot be repeated.
Collecting and justifying your fieldwork
methods
You must be aware of all the techniques involved
and be able to critically evaluate each of them.
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Before you start collecting information and before
you leave the survey site, make sure you have:
●● marked on a map the sites where the
information was collected
●● recorded the date and time of collection
●● recorded the weather conditions or any special
event occurring on the day that might affect
the results
●● recorded the technique of handling a particular
instrument, where it is placed, the time
interval between readings, the advantages and
disadvantages of the technique
●● justified the choice of survey sites and their
number/frequency/location
●● justified the choice of method used for
information collection
●● justified the sampling technique used.
Stage 4 (students)
How to display your fieldwork information
Your fieldwork data should be displayed next
to the text to which it refers and should not be
How to display fieldwork information
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confined to the end of the report. Use the table criterion C can be represented by illustrative
below as a guide. material in any part of the report. Assessment
of this criterion is not confined to one section.
Stage 5 (students) The mark allocation, and the recommended and
approximate number of words for each criterion,
Writing your report
are both given on the right.
Your report should be structured using the
assessment criteria shown below. Note that

Criteria
A Fieldwork question 3 marks 300 words
This should be concise and clear to the reader. There should be one
question only.
You should comment briefly on the geographic context, explaining why that
particular area of survey was chosen. It is essential to include a map showing
the area under investigation. You should state the syllabus section to which
the investigation relates.
B Method(s) of investigation 3 marks 300 words
You should describe the method(s) used to collect information. The methods
should be justified, which means explaining sampling techniques, the time
chosen, the specific location and any other relevant information such as
weather conditions.
C Quality and treatment of information collected 5 marks *N/A
There is a range of possible techniques of data display that you might use in
any investigation, but make sure that they are clear and effective. The type of
method used will be determined by the nature of the particular investigation
but may include statistical tests (including confidence levels), graphs, diagrams,
maps, annotated photos and images, matrices and field sketches.
D Written analysis 8 marks
C + D: 1,350 words
In the written analysis you demonstrate your knowledge and understanding
by interpreting and explaining the information collected in relation to the
fieldwork question. This involves recognizing spatial patterns and trends found
in the information collected. Where appropriate, you should attempt to explain
anomalies.
E Conclusion 2 marks 200 words
You should summarize the findings of your fieldwork investigation. There
should be a clear, concise statement answering the fieldwork question. It is
acceptable for the conclusion to state that the findings do not match any of
your preliminary judgments or projections.
F Evaluation 3 marks 300 words
You should review the methods you used to collect the information in the
field. You should include any factors which threatened the validity of the data,
such as an abnormal weather event. Suggest viable and realistic ways in which
the study might be improved in the future.
Finished report 25 marks < 2,450 words
External assessment markbands, SL and HL
*Criterion C assesses information display and does not include a word count (except for large
annotations).

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 T h e st r u c t u r e o f th e pap e r s

Stage 6
(students and teacher)
Completion of the fieldwork
report by the student
Complete this checklist before
you submit your fieldwork
report.

Fieldwork report checklist

Examples of different
methods of information
collection
Investigation using primary
(qualitative and quantitative)
and secondary methods of
information collection

Methods of information collection

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