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AS Unit 2 Student Guide


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AS Geography Unit 2 Student Guide

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AS Unit 2 Student Guide

  1. 1. 6GEO2 Unit 2 Geographical Investigations –Student Guide
  2. 2. CONTENTS 1. Overview 2. Assessment overview + timings 3. Fieldwork audit 4. Handling data stimulus 5. Fieldwork ‘virtuous circle’ 6. Fieldwork rigour + mistakes 7. Moving up the mark schemeClick on the information icon to jump to that section.Click on the home button to return to this contents page
  3. 3. 1. Overview• Unit 2 has four components, but you are only required to study two of UNIT 2: The Paired these. Options –you only study one in each• In the 75 minute exam you answer pair! one question based on your two chosen topic areas. This means there The ‘Physical’ Pair is no choice. 1. Extreme• This exam is designed to test both Weather knowledge and understanding of 2. Crowded Coasts geographical concepts as well as geographical skills. The ‘Human’ Pair• Fieldwork, research and the enquiry 1. Unequal Spaces process lie at the heart of this exam. 2. Rebranding• The most important ways of ensuring the highest possible grades in this module is (i) being able to focus on the question set, (ii) to be able to use resources effectively, and (iii) to get your fieldwork in a form that works for the exam.
  4. 4. UNIT 2 – Assessment overview and structure• Normally the first part of each question starts with a data stimulus element.• The fieldwork and research elements are related directly to work you have carried out during a field trip AND may involve questions about how you processed, interpreted etc what you found. •The data stimulus in unlikely• The remaining question to be the 15 mark question is more management and •Data stimulus with an analysis issues based. Here case element is possible study knowledge will be required.
  5. 5. Time Management Section a Section b (Resource: 10 (Fieldwork + marks) ~ 8-10 Research: 15• Sticking to the suggested timings on mins marks) ~17-18 the exam paper is crucial to success. mins• The paper has 75 minutes in total, so you need to spend about 35 minutes Managing time on on each question. These leave a few each question: minutes for final checking• The 15 mark fieldwork and research Section c (Case LEAVE A COUPLE questions need the most time as they study: 10 OF MINUTES FOR carry the highest tariff and are time marks) ~ 8-10 A FINAL READ- for thinking as you will have to mins THROUGH AND organise thoughts for a specific CHECK question focus.  Practice parts of questions under timed• The data response and case study conditions. style questions should be quicker to  There is no need to fill up all the space on do and therefore need less time. the exam paper• Think about quality not quantity.  Writing a short glossary as you go will be invaluable for final revision
  6. 6. A special note on the ‘Fieldwork and Research’questions (15 marks) EXAMS SKILLS SET• ‘Realism’ and locational detail • Accurate reference to are likely to score highly. examples and real places visited is a way of giving• Questions might be based on: realism planning & methods, or • Fieldwork and research presentation & results, or balance in all areas conclusions & evaluation • Direct use of own work• Credit given for reference to: • Awareness of limitations – GIS • Use of methods terminology – new technology + virtual , presentation, analysis fieldwork etc. – named web references – qualitative and ‘unusual’ methods / sources.
  7. 7. Fieldwork Audit – look at the range of areas of the specification thatquestions can be drawn from. This ‘audit’ covers the main areas to consider.
  8. 8. Handling Data Stimulus questions • Expect relatively simple EXAMS SKILLS SET resources - wide range •Careful observation of the resource possible including: •Understand ‘describe’ vs ‘comment on’ • Maps / charts •Standing back: looking for • Graphs patterns, trends and anomalies • Simple tables of data •Direct use of resource in answer •Full coverage • Photographs / images •Use of terminology • Cartoons The part (a) questions are essentially about responding to the resources which have been provided. Rehearsing how to respond to photographs, data and maps is really important prior to taking the exam (e.g. by using these resources as starters at the beginning of lessons), allowing you to deal with patterns, trends and anomalies. It is also very important that you establish whether the task is one of description or explanation. It is certainly not a place to deliver detailed or wide-ranging case studies.
  9. 9. ‘Handling’ the photo Typically questions which use an image may start with: 1. ‘describe.....’, 2. ‘describe how’, 3. or ‘comment on’ Your answer needs to take account of these different command words as the response requires a different balance in terms of using the resource and your own knowledge and understanding. It is important to create points of reference, e.g. foreground background, upper left quadrant etc. Do a sketch in your response to illustrate this.
  10. 10. A tightly focused response Try to go for a balanced range of ideas. Keep the writing ‘free of fluff’
  11. 11. ‘Virtuous circle’ – this is the idea that the fieldwork and research processneeds to be ‘closed’. This means fully written-up in a way suitable for the examonce the field day has been completed. This should be a shared group activity tocover the work more quickly.
  12. 12. What are the options for follow-up? ACTIVITY 1 – METHODOLOGY WRITE-UP. Give a focus on the techniques and approaches used, how the sites were selected, justification etc. Remember to A range of include both fieldwork and research ideas. fieldwork ACTIVITY 2 – PRESENTATION and ANALYSIS. Give a focus on the range of follow-up techniques used to present the data and say why you used them. Also include a options may description of how and why data was analysed (including qualitative, e.g. be Annotation of photographs etc). appropriate in order to ACTIVITY 3 – RESULTS, CONCLUSIONS and EVALUATION. Give a focus on what better you found, including some locational detail. You should also give details of prepare for selected results, and provide an evaluative framework, e.g. limitations, the exam. reliability of results etc. The most Peer review of other modeled exam responses. Use highlighting, annotation etc important to learn from other peoples work. This could be linked to a mark scheme, activities are in the light A fieldwork glossary...very useful to help with technical language in the exam. green boxes This could be linked to a techniques matrix (see next slide). A GIS / Google Earth map showing the locations visited as place marks. Mock exam questions completed under timed conditions , linked to each of the three activities above. A PowerPoint presentation , to focus on giving a ‘virtual tour’ of the locations / and or findings.
  13. 13. Extract from a techniques matrix Adapted from Unit 2 Guide – Philip Allan Updates This can be a useful way of reviewing and revising the topic of study. Sharpens terminology Customise and adapt this and fieldwork range. generic list to hit your fieldwork and research
  14. 14. Fieldwork rigour• It is important to remember Unit 2 is trying to assess skills, as well as application of knowledge and understanding.• Correct use of language, as well as reference to sampling may be appropriate (sample type and sample size).• Discuss how sites were chosen; consider the suitability of different presentation and analytical tools (means and medians etc).• Make sure that any conclusions drawn relate to the original aims of what you were trying to Geography Review, GeoFile and study. GeoFactsheets may all be relevant
  15. 15. Research in the exam – important to mention• There are lots of that you can use…but get to together a hot picks list (quote URL / organisation in exam)• List of local sources, e.g. Newspaper, Local Authority, Wildlife Trusts, blogs / forums etc.• Other publications
  16. 16. Common mistakes and pitfalls with Unit 2 Pitfalls and failures•Time management issues – running short on the second question.•Writing too much to fill the white space which is not relevant or off-topic.•Ignoring the Figure (part a Qs), or using it partially or imprecisely .•‘All I know’ case studies in the wrong places i.e. the 15 mark F & Rquestion.•Pre-prepared F&R which is not adapted to the specific question.•Lack of balance, with in relation to a Figure, F&R or example.•Missing a key word in a question e.g. ‘impacts’ or ‘strategies’.•To much detail on one F or R method, and therefore a lack of range.
  17. 17. Moving up the Markscheme..understanding the QYour own Fieldwork AND Watch for urban work research / rural rubric issues You need to address this part to access the higher level marks
  18. 18. Mark schemes....make the leap from L3-L4 Look at past mark schemes and reports to see how it is possible to make theleap from L3 – L4. You need to includedetails + judgments in our example linked to rebranding