Cambridge International O Level Geography (Brunei) 2230

Outline proposal for syllabus changes

As part of our regular review of our qualifications here at Cambridge International
Examinations, we are beginning a review of our O Level (Brunei) provision in
Geography. We would like to invite you to participate in a consultation regarding
our current provision in this subject and how we should develop this qualification
in the future.

We are presenting our proposals for O Level Geography in outline in this

document and we would like to know what you think of them.

We will be bringing out the revised version of the syllabus for first examination in
2021.

Description of proposed changes to the syllabus

Information on proposed changes

Proposed new content

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We are not proposing any

changes to Paper 1.

Assessment at a glance

Paper 1: Themes

Candidates answer three questions, each worth 25 marks. There will be six questions set, two on
each of the three themes.

• Theme A: The natural world – two questions set, candidates answer one question.
• Theme B: People, food and settlement – two questions set, candidates answer one question.
• Theme C: Industry, energy and tourism – two questions set, candidates answer one question.

Questions are structured with gradients of difficulty. Although Paper 1 concentrates on Themes,
questions include data response, for which candidates are required to use skills of interpretation and
analysis. The final part of each question involves free response writing.

1 hour 45 minutes
Total marks available: 75
Weighting: 60%

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Section A is unchanged.
In section B, candidates will answer two
compulsory questions, each worth 10
marks.
In section C, a new question 3 replaces the
current questions 3, 4 and 5. This question
will be worth 20 marks.

Paper 2: Skills and investigations

Candidates must answer all the questions. The questions in sections A and B are mainly skills-
based. They test a candidate’s ability to interpret, analyse and depict geographical information. The
question in section C involves an appreciation of a range of techniques used in fieldwork studies.

• Section A (20 marks): a question based on a large scale (1:25 000 or 1:50 000) topographical
map. A key will always be provided and questions on any map will be founded on topics from
Themes and Skills in the syllabus, and will not require any local or regional knowledge.
• Section B (20 marks): one Brunei-specific question and one general skills-based question which
involve interpretation of resources as well as requiring place-specific knowledge.
• Section C (20 marks): candidates answer one compulsory question, completing a series of
written tasks. The fieldwork scenario will be taken from different aspects of the Syllabus content.

Although Paper 2 concentrates on assessing Skills, including investigative skills, the resources used
will be connected to the Themes of the syllabus and 12% of the marks will be for Knowledge with
Understanding.

1 hour 30 minutes
Total marks available: 60
Weighting: 40%

In the description of Question 1 in section A, we have removed the statement that

the map set may be of a tropical area such as Zimbabwe, the Caribbean or
Mauritius. In future we will use a broader range of maps. The skills tested will be
the same, whatever the region shown on the map.

The introduction of an investigative skills question in section C will

allow candidates to demonstrate their knowledge and competence in
the area of geographical enquiry.

The changes proposed will bring Cambridge O Level

Geography (2230) (Brunei) syllabus into line with current
assessment practice at this level.

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Skills for Paper 2 Section C

In Section C, candidates complete a series of tasks on This section of the syllabus
issues relating to one or more of the subject themes: The explains the range of techniques
natural world, People food and settlement and Industry, used in fieldwork studies.
energy and tourism. Questions in this paper will test:
• the methodology of questionnaires, observation, counts
and measurement techniques
• hypotheses appropriate to specific topics
• the processing, presentation and analysis of data.

1 Formulating aims and hypotheses

Hypotheses may investigate a geographical concept, for example, ‘A CBD (Central Business District)
has the highest concentration of comparison shops.’

Hypotheses can be tested by collecting relevant data, by analysis and by drawing conclusions using
the data as evidence.

2 Data collection
Questions will test knowledge and application of the methodology used in the following range of
enquiry skills to collect data.

Questionnaires
Questionnaires can be oral or written to gain information from an individual or a group of individuals.
Questionnaires can be used when studying a number of syllabus topics, including:
• spheres of influence
• use of services
• shopping habits
• a farm study
• a factory or industrial study
• leisure activities
• tourism
• attitudes of the public to developments associated with resource development.

Candidates should be aware of:

• factors influencing the successful design of questionnaires, for example:
- layout
- format of questions
- the appropriate wording of questions
- the number of questions
• the practical considerations involved in conducting a questionnaire, for example:
- the sampling methods
- pilot survey
- location of survey.

Observation
Examples of using observations to collect data include the recording of land use in an urban area or
observations of river or coastal features.

Candidates can use maps, recording sheets, field sketches and annotated photographs to record their
observations.

Counts

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Examples of counts are pedestrian and traffic counts.

Candidates should be aware of suitable methods for recording counts, including the layout of
recording sheets, instructions and the information required to identify the sheet following the count
(time, date, location and name of recorder).

Measurement
Candidates should be aware that when they are recording measurements, it is important to plan the
layout of the recording sheet, the location of instruments and the sampling methods used to provide
reliable data. They should know what measurement equipment is required, such as the quadrat, the
clinometer and the pebbleometer or callipers. They should be familiar with:
• river measurements of channel width, depth, speed of flow and the size and shape of bedload
• beach studies of beach profile, the size and shape of pebbles and the movement of beach
material and weather study instruments
• measurement techniques associated with human fieldwork such as survey strategies and
pedestrian/traffic counts.

3 Data presentation
Candidates need to know about the illustrative techniques that can be used to present data. These
include: maps; graphs; photographs; statistics; diagrams; ICT.

4 Data analysis
Candidates should be able to describe the patterns in data presented in graphs and tables of results.
Questions often require candidates to refer to relevant geographical knowledge and understanding
when they are interpreting data.

5 Conclusions
Using the evidence from the data, candidates should be able to make judgements on the validity of
the original hypothesis or the aims of the assignment. They must refer to the reliability of the data
collected and give a critical evaluation of the data collection methods chosen, along with suggestions
for other possible hypotheses and extension work.

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Syllabus aims

The syllabus aims will change to align

with those of other Geography
qualifications at this level.

The aims of O Level Geography (Brunei) are to encourage learners to develop:

• an understanding of location on a local, regional and global scale

• an awareness of the characteristics, distribution and processes affecting contrasting physical and human
environments

• an understanding of the ways in which people interact with each other and with their environment

• an awareness of the contrasting opportunities and constraints presented by different environments

• an appreciation of and concern for the environment

• an appreciation of the earth including its people, places, landscapes, natural processes and phenomena

• an appreciation of the interconnections of Brunei with national and international processes

• the ability to use a range of resources and materials in carrying out geographical enquiry

• a range of skills and techniques needed to analyse resources and carry out geographical study

We are retaining syllabus aim 3 from the current

syllabus, which relates specifically to Brunei and
syllabus aims 8 and 9 which relate to geographical
enquiry. We have made the connection of the
syllabus to Brunei more explicit.

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The assessment objectives will

change to align with those of other
Geography qualifications at this level.

Assessment objectives

The assessment objectives are:

AO1 Knowledge with understanding

Candidates should be able to demonstrate knowledge and understanding of:
• the wide range of processes, including human actions, contributing to the development of
(a) physical, economic and social environments and their effects on the landscape
(b) spatial patterns and interactions which are important within these environments the relationships between
human activity and the environment
• the importance of scale (whether local, regional or global)
• the changes which occur through time in places, landscapes and spatial distribution.

AO2 Skills and analysis

Candidates should be able to:
• gather, interpret and analyse geographical data
• use and apply geographical knowledge and understanding to maps and in numerical,
• diagrammatic, pictorial, photographic and graphical form
• use geographical data to recognise patterns in such data and to deduce relationships
• select and show understanding of techniques for observing and collecting data
• select and use techniques for organising and presenting data.

AO3 Judgement and decision making

Through their geographical training, candidates should be able to:
• reason and make judgements and decisions, including evaluation and conclusions, which
demonstrate, where appropriate
(a) an appreciation of the attitudes, values and beliefs of others in issues which have a
geographical dimension
(b) an awareness of the contrasting opportunities and constraints of people living in different
places and under different physical and human conditions
(c) a willingness to review their own attitudes in the light of the views of others and new
knowledge acquired
• make judgements and decisions and recognise how these are made within a geographical context
as affected and constrained by
(a) the physical and human contexts in which decisions are made
(b) the values and perceptions of differing groups or individuals
(c) the choices available to decision makers
(d) the increasing level of global interdependence and the need for sustainable development.

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Syllabus content
Theme A: The natural world
A1: Plate tectonics
Syllabus section
A1.1 Plate boundaries
A1.2 Volcanoes
A1.3 Impact of volcanoes on people
and the environment
A1.4 Earthquakes
A1.5 Impact of earthquakes and
tsunami on people and the
environment
A1.6 Strategies to reduce the impact
of earthquakes
The column headings will change.
The Content column will be
headed ‘Syllabus section’ and the
Learning outcomes column will be
headed ‘Content’. Command
words such as ‘describe’ and
‘explain’ have been removed from
the column on the right.
We propose changing the
layout of the syllabus
content to improve clarity.
Content
Introduction to the terms plate and plate
boundary.
Movement of plates.
The different types of plate boundaries
(convergent, divergent, transform) and their
associated features (fold mountains, mid-
oceanic ridge, subduction zone, ocean trench,
volcanic island arc).
Where and why volcanoes form.
The shape and structure of different types of
volcanoes (shield, acid and composite
volcanoes).
Factors affecting the impact of volcanoes.
Positive and negative impacts of volcanic
activity.
Where and why earthquakes occur.
Impact of earthquakes and tsunami on people
and the environment.
Strategies aimed at reducing the impact of
earthquakes (building design, infrastructure,
monitoring, warning systems, education and
drills).
Effectiveness of strategies used to reduce the
impact of earthquakes in LEDCs and MEDCs.
Including command words in the syllabus can
restrict the approach to teaching the content. By
removing command words, we will allow
teachers more scope in their teaching. There will
be no change to the actual syllabus content.
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