Revision of GCSE Specifications
Draft Proposals
Geography
GCSE Draft Proposals for Consultation_2016
GCSE Draft Proposals for Consultation_2016
Contents
Introduction
3
Specification at a Glance
4
Subject Content for each Unit
5
Summary of Changes
18
Assessment
21
Progression from Key Stage 3
24
Progression to GCE
29
For Further Consideration
31
Support
31
Appendix 1: Guidance on Controlled Assessment
33
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GCSE Draft Proposals for Consultation_2016
Introduction
Awarding Bodies are revising their GCSE and GCE specifications to ensure that both
content and assessment continue to reflect the needs of learners and the society,
economy and environment in which they live and work.
The revision programme is now underway to review our GCSE and produce revised
specifications for first teaching from September 2017.
The new specification should provide opportunities for students to build upon the
knowledge, understanding and skills developed at Key Stage 3, and the relevant
requirements of the Northern Ireland Curriculum at Key Stage 4.
This document has been designed to provide you with an outline of our draft
proposals for the revised GCSE specification.
For further information on the revision of GCSE Specifications go to:
http://www.ccea.org.uk/the-revision/
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A
Specification at a Glance
Content
Unit 1: Understanding
Our Natural World
Unit themes:
Theme A: River
Environments (25%)
Theme B: Coastal
Environments (25%)
Theme C: Our Changing
Weather and Climate
(25%)
Theme D: The Restless
Earth (25%)
Unit 2: Living in Our
World
Unit themes:
Theme A: Population and
Migration (25%)
Theme B: Settlement
(25%)
Theme C: Contrasts in
World Development (25%)
Theme D: Managing Our
Resources (25%)
Unit 3: Fieldwork Report
Assessment
External written exam
Weighting
Availability
40%
Every
Summer
(beginning in
2018)
40%
Every
Summer
(beginning in
2018)
20%
Every
Summer
(beginning in
2018)
1 hour 30 minutes
Four multi-part questions are set
with one on each theme. Candidates
answer all four questions.
Each question includes:
 resource material which may take
a variety of forms, for example
statistical, pictorial and written
text; and
 some parts that require extended
writing.
External written exam
1 hour 30 minutes
Four multi-part questions are set
with one on each theme. Candidates
answer all four questions.
Each question includes:
 resource material which may take
a variety of forms, for example
statistical, pictorial and written
text; and
 some parts that require extended
writing.
Controlled Assessment
The candidate must complete a
report of approximately 1800 to
2000 words based on primary data
collection.
At least 40% of the assessment (based on unit weightings) must be taken at the end
of the course as terminal assessment.
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GCSE Draft Proposals for Consultation_2016
A.
Subject Content for each Unit
We have divided the course into three units. A brief description of each unit is
provided below.
Unit 1: Understanding our Natural World
Content
Description
Theme A: River
Environments (25%)
Students should be able to:
1.The Drainage Basin:
A Component of the
Water Cycle

demonstrate knowledge and understanding of the
components of the drainage basin and their
interrelationships:
- inputs: precipitation
- stores: interception by vegetation
- transfers: surface runoff / overland flow,
- infiltration, through flow, percolation and
- groundwater flow; and
- outputs: river discharge;

identify and define characteristics of a drainage basin
(watershed, source, tributary, confluence and river
mouth);

understand how gradient, depth, width, discharge
and load change along the long profile of the river
and its valley;

demonstrate knowledge and understanding of the
following processes;
erosion (attrition, abrasion / corrosion,
hydraulicaction and solution /corrosion);
transportation (solution, suspension, saltation and
traction); and
deposition;

explain (with references to place for illustration
purposes only) the formation of the following river
landforms using annotated cross-sectional diagrams of
features:
waterfall
meander; and
levees;

interpret aerial photographs and OS maps to identify
river features and land uses;
2. River Processes and
Features
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GCSE Draft Proposals for Consultation_2016
3. Sustainable
Management of Rivers

understand the causes of flooding (physical and
human) in the context of one case study from the
British Isles (for example Somerset Levels 2014)

recognise the impacts of flooding upon:
 people: loss of life, property and insurance
cover; and
 environment: pollution and wildlife; and

demonstrate knowledge of river management
strategies:
- hard engineering strategies: dams, levees /
- embankments, flood walls, straightening and
- deepening the river, and storage areas; and
- soft engineering strategies: wash lands, land-use
zoning and afforestation;

investigate one case study of a river from outside the
British Isles (for example Mississippi) and evaluate
river management strategies used.
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Content
Description
Theme B: Coastal
Environments (25%)
Students should be able to:
1. Coastal Processes
and Features

understand that the dynamic nature of the coast is due
to the action of constructive and destructive waves;

demonstrate knowledge and understanding of the
following processes:
- erosion (corrasion / abrasion, attrition,
corrosion/solution and hydraulic pressure)
- transportation (longshore drift); and
- deposition;

explain the formation of the following landforms (with)
references to places for illustration purposes only):
- erosional landforms (wave cut platform, cave,
- arch and stack); and
- depositional landforms (spit including hooked spits);

interpret aerial photographs and OS maps to identify
coastal features and land uses;

recognise the need for coastal defences;

describe and evaluate the following coastal
management strategies:
- Hard Engineering (sea walls, groynes and gabions);
and
- Soft Engineering (beach nourishment, managed
retreat); and

investigate one case study from the British Isles (for
example Lyme Regis in Dorset), and evaluate the
coastal management strategy used with reference to
the principles of sustainable development.
2. Sustainable
Management of
Coasts
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Content
Description
Theme C: Our
Changing Weather and
Climate (25%)
Students should be able to:
1. Measuring the
Elements of the
Weather

distinguish between weather and climate;

identify instruments used to measure elements of the
weather:
- temperature (C): minimum and maximum
thermometers;
- precipitation (mm): rain gauge;
- wind direction (8 compass points): wind vane;
- wind speed (knots): anemometer;
- air pressure (mb): barometer;
- cloud types; stratus, cumulus, nimbus,
cumulonimbus and cirrus; and
- cloud cover: oktas;

describe sources of data used to create a weather
forecast:
- on land (land based stations);
- in the air (satellites, drones); and
- at sea (buoys)

know and understand the temperature and moisture
characteristics of the following air masses affecting the
British Isles and their seasonal variation:
- tropical maritime;
- tropical continental;
- polar maritime; and
- polar continental;

demonstrate (with reference to places for illustration
purposes only) knowledge and understanding of:
- the weather patterns and sequence of change
associated with a frontal depression as it moves
across the British Isles (weather at the
warm front, in the warm sector and at the cold
front); and
- the weather patterns associated with anticyclones in
the British Isles during winter and summer;

interpret synoptic charts and satellite images and
understand the limitations of forecasting (range and
accuracy);
2. Weather Systems
Affecting the British
Isles
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GCSE Draft Proposals for Consultation_2016

3. The Impact of Extreme
Weather
describe the effects of an extreme weather event on;
- people;
- property;
- land;
Use a case study of one extreme weather event from
outside the British Isles.
4. The Causes and
Consequences of
Climate Change

distinguish between the greenhouse effect and global
warming;

evaluate the effects of climate change on the
environment, society and economy using global
references;

evaluate the sustainability of strategies to deal with
climate change (with reference to places for
illustration purposes only):
- strategies to cut the use of private cars;
- international agreements, for example the Paris
Climate Change Agreement (2015),

describe and explain the challenges associated with
securing international co-operation to deal with climate
change.
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Content
Description
Theme D: The Restless
Earth (25%)
Students should be able to:
1. Plate Tectonics
Theory

describe the structure of the earth (core, mantle and
crust);

know that he Earth’s crust is made up of a number of
plates and understand how convection currents cause
plate movement;

demonstrate knowledge and understanding of the
processes and landforms associated with plate
margins:
- constructive plate margin: mid-ocean ridges;
- destructive plate margin: subduction zones and
ocean trench;
- collision zones: fold mountains; and
- conservative plate margins: fault lines;

understand the formation of the basic rock types and
recognise their characteristics:
- sedimentary: limestone and sandstone;
- metamorphic: slate and marble; and
- igneous: basalt and granite;

explain the formation of basalt columns, for example
The Giant’s Causeway;

understand the global distribution and causes of
earthquakes in relation to plate boundaries;

know and understand that there may be physical
consequences of earthquakes:
- liquefaction; and
- tsunami; and

know and understand the causes and impacts of an
earthquake and evaluate the management responses,
using one case study:
- identify the plates involved;
- describe the short and long term impacts on
people and the environment; and
- evaluate the management responses to the
earthquake, including prediction and / or
precautions before the event and immediate and
long term strategies implemented after the event.
2. Basic Rock Types
3. Earthquakes: Can
They Be Managed?
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4. Volcanoes:
Characteristics and
Consequences


describe the characteristics of:
- shield volcanoes;
- composite volcanoes; and
- super volcanoes;
using a case study discuss the potential global impact
of a supervolcano eruption, for example Yellowstone.
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Unit 2: Living in Our World
Content
Theme A: Population
and Migration (25%)
1. Population Growth,
Change and
Structure
2. Causes and Impacts
of Migration
Description
Students should be able to:

demonstrate knowledge and understanding of the
Demographic Transition Model and its usefulness;

compare and contrast the population structure of an
MEDC with an LEDC:
- a population pyramid for an MEDC showing an
aged dependent population; and
- a population pyramid for an LEDC showing a youth
dependent population;

assess the social and economic implications of aged
and youth dependency;

know and understand the causes of migration relating to
push and pull factors;

evaluate the positive and negative impacts of
international migration using one case study of a
country within the European Union:
- numbers migrating, their origins and destination;
and
- impacts on services and the economy.
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Content
Description
Theme B: Settlement
(25%)
Students should be able to:
1. Settlement Site and
Hierarchy

distinguish between the site (defensive, wet point site
and bridging site) and location of a settlement;

demonstrate knowledge and understanding of
settlement hierarchy (with reference to places for
illustration purposes only):
- population size;
- high and low order;
- sphere of influence; and
- threshold;

demonstrate knowledge and understanding of the
characteristics and location of land-use zones in MEDC
cities (with reference to places for illustrating purposes
only):
- Central business district (CBD);
- Inner city;
- Suburban residential;
- Industrial zones; and
- the rural-urban fringe;

interpret aerial photographs and maps, including OS
maps, to identify:
- site characteristics;
- position in hierarchy; and
- land-use zones for a range of settlements;

use one case study of an MEDC city to demonstrate
knowledge and understanding of one urban planning
scheme that aims to regenerate and improve the inner
city zone in terms of:
- housing;
- employment opportunities; and
- the environment;

assess the extent to which this urban planning scheme
is sustainable;

describe and explain the growth, location and
characteristics of shanty town areas, using one case
study of an LEDC city.
2. Urban Regeneration in
MEDCs
3. Urbanisation in LEDCs
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Content
Description
Theme C: Contrasts in
World Development
(25%)
Students should be able to:
1. The Development Gap

identify and describe differences in development
between MEDCs and LEDCs using social and economic
indicators(with general reference to places for
illustration purposes only);

assess the effectiveness of social and economic
indicators of development in relation to quality of life
using the Human Development Index (HDI);

know and understand the factors that hinder
development in LEDCs (with reference to places for
illustration purposes only):
- historical factors;
- environmental factors;
- dependence on primary activities;
- debt; and
- politics;

describe how any three of the 2030 Development
Sustainable Goals (Global Goals) are attempting to
reduce the development gap.

define appropriate technology;

describe and evaluate the success of one appropriate
technology product e.g. solar cooker or hippo roller;

understand fair trade and the advantages it brings to
LEDCs (with reference to places for illustration purposes
only);

understand the meaning of the term globalisation;

describe and explain how globalisation influences the
life cycle of a global product e.g. Nike;

know and understand how globalisation both helps and
hinders development with reference to one case study
from a BRICS country.
2. Sustainable Solutions
to Deal With the
Problems of Unequal
Development
3. The Problems of
Globalisation
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Content
Description
Theme D: Managing
our Resources (25%)
Students should be able to:
1. The Impact of
Increasing Demand of
Resources in NICs

demonstrate an understanding of the human impact on
the environment in terms of carbon footprints;

explain the increasing demand for resources in NICs;

describe the impact this demand can have upon the
environment:
- Landfill;
- Exhaustion of natural resources;

describe the waste hierarchy and the concept of
‘reduce, reuse and recycle’;

evaluate the benefits and problems of one renewable
energy source as a sustainable solution;

evaluate the positive and negative impacts of mass
tourism (with reference to places for illustration
purposes only):
- Cultural;
- Economic; and
- Environmental;

understand how to be a responsible tourist;

describe and explain eco-tourism;

assess how ecotourism can protect the environment
with reference to a case study;

contrast how poorly managed ecotourism can damage
the environment with reference to a different case study.
2. Strategies to Manage
our Resources
3. Sustainable Tourism
to Preserve the
Environment
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Unit 3: Fieldwork Report
Content
Controlled Assessment
Description
Description
The controlled assessment requires candidates to complete
a report based on primary data collection.
Candidates are required to submit an extended piece of
work produced under controlled conditions.
Centres will be required to choose one task from six options
provided by CCEA that will change each year.
We replace the controlled assessment tasks every year to
ensure that they continue to set an appropriate challenge
and remain valid, reliable and stimulating.
Each task is only available for one assessment opportunity.
The tasks will be released two years before the date of
submission.
The fieldwork report must be approximately 1800 to 2000
words. It is worth 20% of the GCSE.
Please refer to Appendix 1 for further guidance on the
Controlled Assessment.
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Maximum marks
per task
Report Development
Candidates should be assessed on their ability to complete a written
report following the sequence outlined below:
(a) Introduction:
 the overall aim of the investigation and its theoretical context based
on the learning outcomes stated in the specification;
 spatial context, to include:
- one regional map showing the location of the investigation in the
NI context; and/or
- an OS map of the location of the data collection using GIS;
 a list of objectives or hypotheses to be tested; and
 methods of data collection described.
15
(b) Data presentation:
 appropriate tables, graphs, annotated maps, photographs,
overlays etc..
10
(c) Data analysis:
 a description of the patterns and/or relationships in the data
presented.
10
(d) Interpretation:
 concise and valid explanations of the information collected in the
fieldwork, supported by evidence and theory.
15
(e) Conclusions:
 summary statements about the outcomes of testing the
hypotheses.
5
(f) Evaluation:
 advantages and disadvantages of the methods used to carry out
the investigation;
 further improvements to the investigation; and
 evaluation of the conclusions.
10
QWC
5
Total Marks
70
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B.
Summary of Changes
What’s new at a Glance
Unit 1: Understanding our Natural World
The 'Dynamic Landscape' theme has been separated into two sections 'River
environments' and 'Coastal environments' to increase clarity.
River Environments
 In the rivers section floodplains have been replaced with levees.
Coastal Environments
 In the coasts section the landforms 'cliff' and 'beach' have been removed.
 Identifying human activity in the coastal zone has been removed.
 Students now evaluate coastal management strategies - hard and soft
engineering.
Our Changing Weather and Climate
 The impact of extreme weather with a case study from outside the British Isles has
been added.
The Restless Earth
 Supervolcanoes has been added with students needing to know the characteristics
of different volcano types and the potential impact of a supervolcano eruption.
Unit 2: Living in Our World
'Population Growth Change and Structure' has been separated into two themes
'Population and Migration' and 'Settlement'.
Population and Migration
 Students will now study the Demographic Transition Model and its usefulness.
 Use of GIS is no longer specified however, we encourage the use of GIS in this
topic. This provides more flexibility for schools.
Settlement
 The function of settlements is no longer required.
 The term 'sphere of influence' replaces 'range'.
Contrasts in World Development
 The 2030 sustainable development goals will be studied.
 Globalisation has been extended to ensure understanding. Students will examine
the life cycle of a global product and use a case study from a BRICS country
(Brazil, Russia, India, China, South Africa).
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Managing our Resources
 Focus is on the impact an increased demand for resources in NICs can have on
the environment.
 There is now more focus on mass tourism and ecotourism.
 Case studies on successful and poorly managed ecotourism projects are required.
Unit 3: Fieldwork Report
Only minor changes have been made to the controlled assessment. The allocation of
marks for the introduction, analysis, conclusion and QWC have been altered slightly.
The overall weighting reduced to 20% of the GCSE.
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What will remain from the current Specification
Unit 1: Understanding our Natural World
River Environments
 In the Rivers section most content is unchanged. Drainage basins, river processes
and sustainable management remain the key areas of study.
Coastal Environments
 In the Coasts section most content is unchanged. Coastal processes and
sustainable management of coasts remain the key areas of study.
Our Changing Weather and Climate
 Students will continue to study weather instruments and some sources of weather
data.
 Weather systems affecting the British Isles will remain.
 The effects of climate change will remain and some strategies on how to deal with
it.
The Restless Earth
 Tectonic theory, basic rock types and how earthquakes are managed will remain
largely unchanged.
Unit 2: Living in Our World
Population and Migration
 Population structure (pyramids) remains unchanged and migration is still studied.
Settlement
 Settlement site and hierarchy are largely unchanged.
 Students will still study a case study on urban planning in the inner city.
Contrasts in World Development
 Social and economic indicators of development and the factors that hinder
development are unchanged.
Managing our Resources
 Carbon footprints, renewable energy and sustainable tourism have only minor
alterations.
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C.
Assessment
External Assessment:
Number of Papers
There will be two papers:
Paper 1 will examine four themes in relation to Understanding our Natural World.
Paper 2 will examine four themes in relation to Living in our World.
This is a unitised specification. This means that candidates have the opportunity to
sit Unit 1 or Unit 2 in the first year of teaching.
Types of Questions
Candidates will answer one question on each theme. Candidates answer all four
questions.
Each question will include resource material which may take a variety of forms, for
example statistical, pictorial and written text; and some parts that require extended
writing.
High order and low order questions will be asked to challenge candidates of all
abilities. These questions will include open, closed, recall and process questions.
There will also be questions based on resources and ordnance survey maps.
Length / Time
Each paper will last 1 hour 30 minutes.
Weighting
Unit 1: 40%
Unit 2: 40%
(Note - this is a change from the current specification.)
Additional Information / Description
There will no longer be a Foundation and Higher Tier paper.
Only one paper will be available for each unit which encompasses Grades A* to G.
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Internal Assessment:
Tasks
Controlled assessment is outlined in the form of a geographical investigation
supported by fieldwork.
Candidates are required to produce a fieldwork report of approximately
1800 to 2000 words based on primary data collection under controlled conditions.
Centres will be required to choose one task from six options provided by CCEA
(one from each theme) that will change each year.
The controlled assessment tasks will be replaced every year to ensure that they
continue to set an appropriate challenge and remain valid, reliable and stimulating.
Each task is only available for one assessment opportunity. The tasks will be
released two years before the date of submission.
Skills Assessed
The following skills are assessed through controlled assessment in the context of
fieldwork:
 identifying, analysing and evaluating geographical questions and issues;
 establishing appropriate sequences of investigation incorporating geographical
skills, including enquiry skills;
 extracting and interpreting information from a range of different sources,
including field observations, maps (including an OS map of the study area
obtained from a digital source) drawings, photographs (ground, aerial and
satellite imagery), diagrams and tables; and
 evaluating methods of collecting, presenting and analysing evidence, and the
validity and limitations of evidence and conclusions.
In addition, elements of these skills may be assessed externally. Candidates should
be given opportunity to:
 contribute to the planning of the investigation;
 obtain appropriate information by collecting primary and secondary data;
 process and present their findings; and
 discuss their results in a form that relates to the original topic.
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Level of Control
Level of control for task setting: high.
(CCEA set the task.)
Level of control for task taking: low and high.
(The level of control for research and data collection is limited. The level of control
for analysis and evaluation of findings is high.)
Level of control for task marking: medium.
(Teachers mark the controlled assessment task using the mark scheme CCEA
provide.)
Weighting
20% of the GCSE grade
Introduction
Data presentation
Data analysis
Interpretation
Old
Proposed New
10 marks
15 marks
10 marks
10 marks
15 marks
10 marks
15 marks
including QWC
Conclusions
Evaluation
QWC
15 marks
10 marks
5 marks
10 marks
10 marks
-
5 marks
Changes to marks awarded to each section reflect teacher feedback.
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D.
Progression from Key Stage 3
Cross Curricular Skills at Key Stage 4
There are a wide range of opportunities for learners to develop their Cross-Curricular
Skills within this specification, reflecting a natural progression in complexity from
KS 3. The majority of the KS 4 Cross-Curricular Skills can be addressed through
GCSE Geography. Some possible routes are listed below.
Communication
Communicating meaning, feelings and viewpoints in a logical and coherent manner,
for example describe the impacts of flooding / earthquake event from a range of
viewpoints; present a report outlining a strategy to reduce the development gap;
Making oral and written summaries, reports and presentations, which take into
account audience and purpose, for example controlled assessment fieldwork report;
oral presentation on a coastal management strategy; case study summary of the
impact of migration into the European Union.
Participating in discussions, debates and interviews, for example pre-fieldwork
discussions; debate the challenge of securing international co-operation to deal with
climate change; role play ‘interviews’ with residents of shanty towns regarding
conditions.
Interpreting, analysing and presenting information in oral, written and ICT formats,
for example Fieldwork Report; analysing aerial photographs of coastal landforms;
‘hot seating’ the manager of an eco tourism project.
Exploring and responding, both imaginatively and critically, to a variety of texts, for
example interpretation of climate graphs; ‘point of view’ report to evaluate the
success of an appropriate technology project; Fieldwork Report.
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Using Mathematics
Using mathematical language and notation with confidence, for example annotated
cross section diagrams of a river'; description of population pyramids; fieldwork
graphs and analysis.
Selecting and applying mathematical concepts and problem-solving strategies in a
range of simulated and real life contexts; selecting appropriate graphs to present
fieldwork data; use the logarithmic Richter scale to describe the impact of an
earthquake.
Interpreting and analysing a wide range of mathematical data, for example Fieldwork
analysis and interpretation; interpreting rainfall graphs to discern the causes of
flooding; connect population growth statistics and the increasing demand for
resources.
Presenting mathematical data in a variety of formats which take account of audience
and purpose, for example Fieldwork Report; OS measurements at a range of scales;
proportional arrow maps to represent air masses; population pyramids.
Using ICT
Students should be enabled to make effective use of information and
communications technology in a wide range of contexts to access, manage, select
and present information, including mathematical information. For example, research
background information for Fieldwork Report; view satellite weather maps to identify
systems; interrogate databases (e.g. CIA World Factbook to assess levels of
development); managing data collected on fieldwork; appropriate map / graph
methods selected to present fieldwork data.
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Thinking Skills and Personal Capabilities at Key Stage 4
Geography at GCSE enables a smooth progression of skills from KS 3 to KS 4. This
is facilitated through the six externally assessed units and, in particular within the
Controlled Assessment module.
Self-Management
A high level of self-organisation is required for success at GCSE Geography
including organising notes, completing case studies and assessment tasks.
Learners should be encouraged to review and set targets for improvement following
all assessments carried out over the two years of study. Evaluation of performance
is addressed explicitly in the final section of the Controlled Assessment.
Working with Others
Learners can work collaboratively to research and create case study notes, for
example the management of an earthquake or the role of globalisation in an LEDC.
Learners are encouraged to work collaboratively to plan and gather data for their
Fieldwork Report.
Problem Solving
A wide range of opportunities to develop Problem Solving skills exist within the
specification, for example interpret aerial photographs to identify river features;
evaluate the costs and benefits of hard and soft engineering; select suitable routes to
solve / respond to climate change or strategies to improve the inner city.
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Progression from Relevant Areas of Learning
The content of GCSE Geography builds on the knowledge and skills taught at KS 3
as follows:
Environment and Society – Geography
Pupils should, in a range of contexts, be able to:

develop geographical skills to interpret spatial patterns including atlas and map-work
skills;

develop enquiry and fieldwork skills:

questioning, planning, collecting, recording, presenting, analysing, interpreting

information and drawing conclusions relating to a range of primary and secondary
sources;

develop critical and creative thinking skills to solve geographical problems and make
informed decisions;

develop a sense of place through the study of:
-
a range of local, national, European and global contexts;
-
contrasting physical and human environments;
-
issues of topical significance physical processes of landscape development;

the interrelationships between physical and human environments;

the dynamic nature of physical and human environments;

the ways in which places are inter-dependent; and

the need for social, economic and environmental change to be sustainable.
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GCSE Draft Proposals for Consultation_2016
Relevance of Learning to Everyday Life and Work
GCSE Geography is relevant to everyday life and work, through the topics it
addresses and the skills it develops.
Learners who successfully complete the course will be enabled to transfer their skills
to further study or directly to the workplace. They will be:

well organized;

able to work individually and collaboratively;

able to analyse text, images and mathematical information and to draw a range
of conclusions from these; and

in a position to evaluate their own work and the decisions made by others and
suggest alternatives.
The topics covered by GCSE Geography are designed to enable the learner to meet
the challenges of the society they are living in and directly address key global issues.
For example, within Unit 1 pupils study, the sustainable management of rivers and
coasts, the causes and consequences of climate change and the management of
earthquakes. Within Unit 2 pupils study, the impacts of migration, the issue of shanty
towns, the problems with unequal development and the management of resources.
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GCSE Draft Proposals for Consultation_2016
E.
Progression to GCE
Opportunities for Progression to GCE
At AS, students will have an:
1. understanding of the drainage basin is an open system - highlighting inputs,
outputs, stores and transfers;
2. understanding of the four main processes of erosion and transportation;
3. understanding the formation of a meander;
4. understanding of various river management techniques and why they are
needed to manage river channels;
5. understanding of the formation of low and pressured weather systems and their
associated weather patterns;
6. ability to read and interpret isobar patterns, weather maps, satellite imagery and
weather symbols;
7. understanding of the differences between MEDCs and LEDCs;
8. ability to interpret development indicators when deciding how developed a
country is;
9. understanding of how and why birth and death rates change over time as the
new specification will include the demographic transition model;
10. awareness of globalisation and the advantages and disadvantages it brings;
11. understanding of landuse changes according to the Burgess Model and the
characteristics associated with the CBD, Inner city, Suburbs and Rural/Urban
Fringe;
12. understanding of the concepts of urbanisation and counterurbanisation; and
13. opportunity to study a regeneration project within an Inner city area e.g. Titanic
Quarter. This can improve their awareness of social and economic deprivation
and gentrification which is covered at GCE level.
At GCSE pupils become familiar with case studies and their related factual detail.
This can be considered an initial step towards case study questions completed at
A level. Pupils at GCSE also will have the opportunity to complete a fieldwork
investigation. This will introduce them to the terms analysis, interpretation,
evaluation, conclusions and enable them to develop data collecting skills. Therefore
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GCSE Draft Proposals for Consultation_2016
pupils will find Section A of the AS Physical Geography examination a manageable
step up from their GCSE course
At A level, students will have an:
1. understanding of the role of convection currents in the movement of crustal
plates;
2. understanding of the formation of key tectonic features at constructive,
destructive, collision and conservative plate boundaries;
3. understanding of the impacts earthquakes can have upon people, economy and
the environment;
4. opportunity to study constructive and destructive waves, coastal erosion and
transportation;
5. understanding of the formation of headlands, stacks, beaches and spits;
6. awareness of how climate change is affecting our local and global environment;
7. understanding of coastal management strategies and an ability to evaluate their
effectiveness;
8. understanding of push and pull factors which encourage migration streams and
the impacts this has upon the economy and service provision; and
9. understanding of traffic management techniques employed in inner city
locations.
Overall, there are many aspects of the new proposed GCSE specification which will
prepare pupils for A level. For those topics that are addressed in more detail, the
GCSE specification provides the background knowledge providing a foundation for
further study at AS and A2 level. There are many topics that will be new to students
studying A level Geography, allowing the subject to remain interesting and engaging.
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GCSE Draft Proposals for Consultation_2016
G
For Further Consideration
Alternative Proposal - Fieldwork Paper
Another option under consideration is to replace the controlled assessment with a
fieldwork paper like that at GCE level. This would mean students carrying out
fieldwork to collect data and analyse it in class but rather than submitting a fieldwork
report they sit an examination paper to question them on their findings. This paper
would last one hour and be worth 20% of the overall GCSE grade.
H
Support
The range of support provided by CCEA includes:

Past papers;

Mark schemes;

Chief Examiner’s report;

Principal Moderator’s report;

Guidance on progression from Key Stage 3;

Schemes of work;

Centre support visits;

Support days for teachers;

Agreement trials;

Controlled assessment guidance for teachers and candidates;

Resource list; and

Exemplification of examination performance.
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GCSE Draft Proposals for Consultation_2016
Appendix 1: Guidance on Controlled Assessment
Task Taking
(a)
Data Collection and Introduction of the Fieldwork
The level of control for this part of task taking is limited.
Areas of
Control
Detail of Control
Authenticity
Candidates can carry out all work under limited supervision.
Teachers must be able to authenticate their work and must ensure
that candidates acknowledge and reference any sources they use.
Feedback
Teachers can provide guidance to candidates on the following
aspects:
 the focus of the investigation;
 the relevance of materials and/or concepts;
 the structure of the report (section titles and content);
 techniques of data collection;
 techniques of data presentation;
 skills of analysis and evaluation; and
 Health and safety issues.
Teachers must guide and supervise candidates in relation to the
following:
 monitoring progress;
 preventing plagiarism;
 ensuring compliance with health and safety requirements;
 ensuring work is completed in accordance with the
specification requirements; and
 ensuring work can be assessed in accordance with the procedures
and marking criteria.
Candidates should reach their own conclusions.
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GCSE Draft Proposals for Consultation_2016
Areas of
Control
Detail of Control
Time Limit
The task is likely to take approximately 20% of the teaching time for
GCSE Geography.
Candidates must collect primary data for the purpose of the task.
They may spend up to six hours on this stage.
They may use up to eight hours to prepare and write up the:
 introduction and methodology; and
 data processing and presentation.
There is a word guidance of 700 words for this part of the
investigation.
Collaboration The work of individual candidates may be informed by working with
others, but each candidate must provide an individual response.
Where work is undertaken within a group, or is teacher-directed,
candidates must indicate their individual contribution.
Resources
Candidates should have access to relevant primary and secondary
sources and may make use of any further resources available in the
centre, including the internet, to inform their research. They must
keep a detailed record of all the primary and secondary sources
(including websites) they use.
They should include evidence of their individual planning and data
collection as an appendix to their final report.
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GCSE Draft Proposals for Consultation_2016
(b)
Analysis and Evaluation of Findings
The level of control for this part of task taking is high.
Areas of Control
Detail of Control
Authenticity
Candidates must complete their final report under formal
supervision. Teachers must be able to authenticate the work and
must ensure that candidates acknowledge and reference any
sources used.
At the end of the controlled assessment the teacher or
invigilator must collect in all work, including the final piece of
work for assessment.
Feedback
Teachers must guide and supervise candidates in relation to the
following:
 ensuring work is completed in accordance with the
specification requirements; and
 ensuring work can be assessed in accordance with the
procedures and marking criteria.
 Candidates should reach their own conclusions.
Teachers must not advise candidates in the analysis and
evaluation of their findings or during the writing of the final report.
Time Limit/
Candidates must produce a report of approximately 1800 to
Word Limit
2000 words (including their introduction, methodology, data
processing and data presentation).
They must write up the final four sections of their report within a
six hour time frame under a high level of control:
 analysis of the results;
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GCSE Draft Proposals for Consultation_2016
Areas of Control
Detail of Control
 interpretation of the results;
 conclusions; and
 evaluation.
There is a recommended word guidance of 1100 words for this
phase of the investigation.
Collaboration
While writing up their response, candidates must work
independently and complete all work under the formal
supervision of a teacher or invigilator. Candidates must not
communicate with each other during this phase.
Any assistance they receive during this phase must be recorded
on the Candidate Record Sheet.
Resources
Candidates are not permitted to introduce pre-prepared materials
into this phase of the assessment. Candidates will have access
to their introduction, methodology, raw data, data presentation
and research. Written guidance on the completion of analysis,
interpretation, conclusions and evaluation sections is not
allowed.
The teacher or invigilator must collect all materials at the end of
each session and return them to candidates at the beginning of
the next session, ensuring that they bring no new materials into
the classroom once this phase has started. Candidates must not
have access to secondary sources or the internet while they are
writing up the final four sections of their report.
Candidate work may be hand-written or prepared using ICT.
Candidates using laptops or PCs to write the final four sections
of their report cannot have access to the internet, email or
removable storage devices.
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GCSE Draft Proposals for Consultation_2016
Areas of Control
Detail of Control
If the analysis and evaluation stage is divided into a number of
shorter sessions, centres must ensure that work is saved
securely to ensure that candidates cannot amend or add to the
saved material between sessions.
Candidates may use the spell check and grammar facility on a
computer.
36