ga_conf16-aqa-gcse.ppt

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GCSE Geography
Geographical Association conference
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@AQACPD.
New specification:
Aims, structure and distinctive
features

Structure
1. What are the new requirements for GCSE Geography?
2. What is the AQA approach?
3. What are some of the important features of each unit in the new
GCSE Geography?
4. What do the new examination papers look like?
5. What are the practical benefits of the new specification?
6. How can you plan to teach the new GCSE Geography?
7. How will AQA support you teaching the new specification?

Essential features of any new specification
Geography of the UK –to include: Physical and human landscapes
Environmental challenges
Changing economy and society
Importance of cultural and political factors
Relationships with the wider world
Physical geography Geomorphic processes and landscape
Changing weather and climate
People and environment Global ecosystems and biodiversity
Resources and their management
Human geography Cities and urban society
Global economic development issues
Fieldwork
Synoptic element

Key features of the new AQA specification
• Balanced understanding of physical, human and environmental
geography.
• Thematic approach to the subject, with an emphasis on
contemporary issues and future changes.
• Flexibility: centres are free to choose their own exemplars and case
study material.
• Choice of optional content in selected themes, including landscapes,
ecosystems and use of resources.
• An issues evaluation and decision making exercise, contributing a
problem solving element to assessment.
• Freedom to choose any aspect of the specification when developing
fieldwork programme.
• An assessment structure that is manageable and realistic, with 3
papers totaling 4 hours 15 minutes.

Overview of specification content
1. Living with the
physical environment
2. Challenges in the
human environment
3. Geographical
applications
Challenge of natural hazards:
Tectonic hazards, tropical
storms, extreme weather in the
UK, climate change
Urban challenges:
Global patterns, two
contrasting cities, sustainable
urban futures
Issue evaluation:
Theme of issue can be
selected from any compulsory
part of the specification. Based
on secondary sources
The living world:
Local ecosystems, tropical
rainforests, one from hot
deserts and cold environments
The changing economic
world:
Global patterns, closing the
development gap, contrasting
studies of economic
development
Fieldwork:
Two fieldwork enquiries,
contrasting environments,
physical and human
geography, enquiry process.
Physical landscapes in the
UK:
Two from coastal, river, glacial
landscapes
The challenge of resource
management:
Overview of resources in the
UK, global resource security-
one from food, water, energy

Content and skills for Paper/Unit 1
Living with the physical environment
• Natural hazards - involves the study of tectonic hazards,
weather hazards and climate change. Note that there is only
one case study of tectonic hazards and that the content is
much reduced compared with existing specifications. Climate
change focuses on causes and management (mitigation and
adaptation).
• The living world - focuses on the characteristics of
ecosystems at different scales and threats to biodiversity.
There is compulsory study of a local ecosystem and tropical
rainforests, then a choice between hot deserts and cold
environments.
• Physical landscapes in the UK - involves the study of 2
different landscapes, the processes of erosion and
deposition, and the landforms which result. Human
intervention and management of the landscapes are
considered. Again the content for each individual landscape
is reduced compared with existing courses.

Challenges in the Human Environment
• Urban issues and challenges. Involves the study of global
trends and patterns, the impacts of rapid urbanisation and the
resulting opportunities and challenges in two contrasting cities.
Includes sustainable methods of managing urban living.
Detailed study of a UK city and one in a LIC/NEE.
• The changing economic world. Looks at the complexities of
measuring development and ways of reducing the development
gap. Issues of trading relationships, international aid and the
role of TNCs are explored. Detailed study of one named LIC or
NEE and a contrasting study of economic futures in the UK
and the place of the UK in the wider world
• The challenges of resource management. Studies the
increasing global demand for resources, highlighting stark
inequalities. Issues of resource provision in the UK. Resource
security in relation to either food, or water or energy-reasons for
insecurity, impacts, strategies to increase supply including
sustainable solutions.

Underlying principles
AQA’s approach to the new demands
Continuity
• To preserve some of the content of
existing units, including some of the
most popular.
• To allow for some flexibility in choice
of content within the constraints of
the new subject criteria.
• To retain those elements teachers
value eg framework of key ideas
and spec content, clear and
manageable case study.
requirement, standardised mark
schemes, thematic approach to the
subject, contemporary subject
content, investigative approach to
fieldwork.
Change
• Specific focus on the geography of the
UK.
• Some previously less familiar themes
and content will be taught and
assessed. Some themes in current
specifications will not be included.
• Case studies will need to studied in full
national and regional context.
• Much of specification will be
compulsory. Less scope for optionality
compared with existing specifications.
• Fieldwork will be assessed in the
written examination.

Overlap with existing AQA Specifications
New GCSE Specification A Specification B
Challenge of Natural
Hazards
Restless Earth (partial),
Challenge of Weather and
Climate (partial)
Living with Natural Hazards
(partial)
The Living World The Living World Challenge of Extreme
Environments (partial)
Physical landscapes in the
UK
Water on the Land, Coastal
Zone, Ice on the Land
(partial)
The Coastal Environment
Urban Issues and
Challenges
Changing Urban
Environments
The Urban Environment
The Changing Economic
World
The Development Gap,
Globalisation (partial),
aspects of Population
Change and Tourism
Investigating the
Globalisation of Industry
The Challenge of Resource
Management
Aspects of Changing Rural
Environments, Globalisation,
Water on the Land
Energy in the 21st century,
Water – a precious resource
(partial)

The challenge of
natural Hazards
1. Tectonic hazard-two contrasting countries-effects
and responses (Ex)
2. Tropical storm-effects and responses (Ex)
3. Recent extreme weather event in UK-causes,
impacts, management (Ex)
The living world 1. Small scale UK ecosystem (Ex)
2. Tropical rainforest-causes of deforestation, impacts
and issues (CS)
3. Hot desert or cold environment: development
opportunities and challenges (CS)
Physical
landscapes in the
United Kingdom
1. Section of coastline, river valley, glaciated area-
landforms of erosion and deposition (Ex)
2. Coastal management scheme (Ex)
or 3. Flood management scheme (rivers) (Ex)
or 4. Tourism impacts and management (glaciated area)
(Ex)
2 case studies and 8 examples required
Case studies and examples
Living with the physical environment

Case studies and examples:
Challenges in the human environment
Urban issues
and challenges
1. Major city in a LIC or NEE*-causes of growth,
opportunities, challenges: social, economic,
environmental (CS) urban planning (Ex)
2. Major city in the UK-importance, migration, opportunities,
challenges (CS) urban regeneration (Ex)
The changing
economic
world
1. Growth of tourism in one LIC or NEE (Ex)
2. One LIC or NEE-economic structure, TNCs, trade, aid,
debt (CS)
3. UK economic futures (CS) Industrial sustainability (Ex)
The challenge
of resource
management
1. Large scale agricultural development (Ex)
2. Local scheme to increase sustainable food supplies (Ex)
or 1. Large scale water transfer scheme (Ex)
2. Local scheme to increase water supply (Ex)
or 1. Non renewable energy source (Ex)
2. Local renewable energy scheme (Ex)
*LIC=Lower Income Country, NEE-Newly Emerging Economy
3 case studies and 6 examples required

Geography of the UK
The geography of the UK is integrated into the physical and human
geography themes studied:
• The challenge of natural hazards-extreme weather in the UK.
• Physical landscapes in the United Kingdom-coastal landscapes, river.
landscapes, glacial landscapes.
• The living world- small scale local ecosystem.
• Urban issues and challenges-major city in the UK.
• Changing economic world- economic futures in the UK.
• Challenge of resource management-overview of food, water and energy
resources in the UK.

Specification/Assessment at a glance
Unit 1:
Living with the
physical
environment
35 % The study of physical processes and patterns.
Assessment: 1 hour 30 minutes
88 marks, including 3 SPAG
Unit 2:
challenges in the
human
environment
35 % The study of human geography themes and issues.
88 marks including 3 SPAG
Unit 3:
geographical
applications
30 % Issue evaluation, based on resource booklet, and
fieldwork.
Candidates answer all questions.
76 marks, including 6 SPAG
Assessment of fieldwork represents 15% of total assessment.
Assessment of maths and statistical skills must be 10% of total assessment
Total marks 240 (plus 12 SPAG-5% of total)

New assessment objectives
AO Requirement weighting
AO1 Demonstrate knowledge of locations, places, processes,
environments and different scales.
15%
AO2 Demonstrate geographical understanding of:
2.1 concepts and how they are used in relation to places,
environments and processes;
2.2 the inter-relationships between places, environments
and processes.
25%
AO3 Apply knowledge and understanding to interpret, analyse
and evaluate geographical information and issues and to
make judgements.
35%
AO4 Select, adapt and use a variety of skills and techniques to
investigate questions and issues and communicate
findings.
25%

Command words-mark tariffs (SAMs)
Command words 1 2 4 6 9
Identify/state/name/give *
Define *
Calculate * *
Label * *
Draw *
Outline *
Compare * *
Describe * *
Explain * *
Suggest * * *
Assess *
To what extent * *
Evaluate *
Discuss * *
Justify *

Paper/Unit 1

Summary of assessment
• Unit 1 – Living with the physical environment
35% of the assessment
1 hour 30 minutes
Candidates answer questions on:
• The challenge of natural hazards - tectonic hazards, tropical storms,
extreme weather in the UK, climate change. (30 marks +3 SPAG)
• The living world - ecosystems, tropical rainforests, 2 from hot deserts and
cold environments. (25 marks)
• Physical landscapes in the United Kingdom - 2 from coastal landscapes,
river landscapes, glacial landscapes. (30 marks)
Question types in each section - multiple choice, short structured questions,
cloze exercises, photo interpretation/description, interpretation of maps on
different scales, data response, longer extended writing responses.
Approximately 60% Levels marked questions. 4 mark questions are marked at
2 levels of response. 6 and 9 mark questions are marked at 3 levels of
response.

Point marked questions
Mark scheme
One mark for each correct answer:
C Temperatures over most of the
sea areas north of 60° N are
expected to increase by 4 °C
D Temperatures over the whole of
Africa are likely to rise by 3 °C or 4
°C.
No credit if three or more
statements are shaded.
AO4 = 2 marks

05.3 One mark for the correct answer:
Glaslyn.
AO4 = 1 mark
05.4 The answer requires application of
knowledge and understanding to
photographic evidence.
Credit two separate points or a single
developed reason, eg
• rocks may be broken by frost
shattering (1)
• the rocks are well jointed, so may
break up along lines of weakness as
people walk on them (1)
• water penetrates cracks during the
day, then freezes and expands at
night. This freeze-thaw process is
repeated many times, causing the
rocks to fracture (2).
AO3 = 2 marks
Point marked questions

Levels marked questions

Level 3 (Detailed)
5-6 marks
• AO3 Demonstrates thorough application of
knowledge and understanding to analyse
geographical information, giving detailed
explanation of formation of the features shown
• AO3 Makes full use analysis of the resource,
using evidence to support response.
Level 2 (Clear)
3-4 marks
• AO1 Demonstrates specific and accurate
knowledge of river processes and
environments.
• AO2 Shows thorough geographical
understanding of the interrelationships between
river environments and processes.
Level 1 (Basic)
1–2 marks
• AO1 Demonstrates some knowledge of river
processes and environments.
• AO2 Shows limited geographical understanding
of the interrelationships between environments
and processes.

Study Figure 5a, a photograph showing an area affected
by an earthquake in 2010, and Figure 5b, a photograph
showing an area affected by a volcanic eruption in 2006.
Choose either an earthquake or a volcanic eruption.
Assess the extent to which primary effects are more
significant than secondary effects.
Use Figure 5a or 5b and an example you have
studied. [9 marks][+ 3 SPaG marks]
Mark scheme Level 3 (Detailed)
7–9 marks
• AO1 Demonstrates detailed knowledge of the primary and
secondary effects of a tectonic hazard on people and the
environment.
• AO2 Shows thorough geographical understanding of the
interrelationships between places, environments and processes
in the context of a tectonic hazard.
• AO3 Demonstrates application of knowledge and understanding
in a coherent and reasoned way in evaluating the relative
significance of primary and secondary effects on people and the
environment.

Features of Paper 1
1. Familiar command words. Hierarchy of terms ranging from
give/name/state/identify, complete,… to suggest, outline, compare,
describe, explain, evaluate, to what extent, justify and discuss.
2. Wide mix of question types with mark tariffs ranging from 1-9 marks
aimed at all levels of ability.
3. Broad coverage of specification content eg Question 1 assesses
aspects of climate change, extreme weather in the UK, tropical storms,
tectonic hazards.
4. Clear emphasis on physical geography processes and features, but
every question gives consideration to human interactions and/or
responses.
5. Clear direction to use case study information in some extended writing
questions. Potential to use case studies and examples elsewhere.
6. Wide range of stimulus materials - 19 Figures comprising photographs,
OS maps, world maps, graphs, diagrams. All require some interpretation.
No credit for direct lifts.

Paper/Unit 2

Unit 2: Challenges in the human environment
Candidates answer questions on:
• Urban issues and challenges (30 marks+ 3 SPAG)
• The changing economic world (30 marks)
• The challenge of resource management-general overview, one from
food, water and energy. (25 marks)
Question types in each section - multiple choice, short structured questions,
closed exercises, photo interpretation/description, interpretation of maps on
different scales, data response, longer extended writing responses.

Paper 2 questions

Paper 2 optional questions

Insert heading

‘Transnational corporations (TNCs) only bring advantages
to the host country.’
Do you agree with this statement? Yes……. No ……..
Justify your decision (9 marks)
To what extent do urban areas in lower income countries
(LICs) or newly emerging economies (NEEs) provide
social and economic opportunities for people.
[6 marks]
Insert heading

Features of Paper 2
• Similar command words to Paper 1.
• Mark tariffs range from 1-9 marks aimed at all levels of ability.
• Assessment covers topical issues such as fracking, water transfer
problems, resource insecurity, Fairtrade, urban congestion
management.
• Several opportunities to use case study information in extended
writing questions. 4 questions will require the use of examples/case
studies.
• Wide range of stimulus materials - 15 Figures comprising
photographs, OS map, world/UK/Africa maps, graphs, table of
statistics, diagrams.

Paper/Unit 3

Unit 3: Geographical applications
Section A - Issue Evaluation
Compulsory structured questions on a theme – leading up to an extended
writing task based on a pre-release Sources Booklet – to be issued to students
in advance. The theme will arise from the subject content of Units 1 or 2 but
may extend beyond it through the use of the resources. The theme could
combine human and physical aspects. (34 marks +3 SPAG)
Section B - Fieldwork
Compulsory questions based on candidates’ enquiry work and the use of
fieldwork materials in an unfamiliar context. (36 marks +3 SPAG)

Geographical applications
Section A: Issue evaluation
• Assessment is synoptic, requiring students to use their learning across
the specification so they can analyse an issue, consider and select
proposed solutions and justify choices.
• The issue can be selected from any part of the core specification and can
cover more than one topic.
• A resource booklet will be sent to centres 12 weeks prior to the examination
in June, so students can become familiar with the source materials.
• A fresh copy of these materials will be issued at the start of the
examination.

Issue evaluation
• Students learn about an issue, study options to solve it and make a decision.
They consider the points of view of the stakeholders involved, make an
appraisal of the advantages and disadvantages, and evaluate the
alternatives.
• Resource sheet will consist of a mix of geographical sources such as maps
on different scales, photographs, satellite images, fact files, statistics,
graphs, newspaper extracts, quotes from different interest groups.
• Assessment will consist of a series of shorter questions related to the
contemporary geographical issue, based on the interpretation of the
resources. These lead to a more extended piece of writing (9 marks),
involving a decision with some justification.

Paper 3 Section A
• Issue evaluation theme – Specimen = Development project in Kolkata
(from Urban Issues and Challenges). Could be tropical rainforests, weather
or tectonic hazards, climate change, development issues, energy resources
etc.
• Resource booklet (pre-release) - maps, tables of statistics, news cuttings,
graphs, photos, background to the issue, quotes.
• Sources provided in the examination – details of possible schemes.
• Examination: series of short skills questions (2-3 marks), and more extended
writing questions based on sources (6 marks), leading to decision making
exercise. (9 marks)
• At least one question will be synoptic ie drawing on content from more than
one theme.
• Assessment Objectives targeted - mainly AO3 and AO4 - showing ability to
apply knowledge and understanding in different contexts to analyse,
interpret, evaluate and make judgements.

Three projects have been suggested
to try and improve the quality of life for
the urban poor in Kolkata. These are
described in Figure 5.
Which of the three projects do you
think will improve the socio-economic
and environmental conditions for the
urban poor of Kolkata most
effectively?
Explain why you have reached this
decision.
(9 marks)
Insert heading

Fieldwork
• Students need to undertake two geographical enquiries, each of which must
include the use of primary data, collected as part of a fieldwork exercise.
• The two enquiries must be carried out in contrasting environments and show
an understanding of both physical and human geography.
• In at least one of the enquiries students are expected to show an
understanding about the interaction between physical and human
geography.

Planning
Effective planning in the classroom before carrying out fieldwork can
make data collection efficient, saving a lot of time.
Candidates must be very clear about how they will collect and record
the data required before leaving the school.

Contrasting environments
Contrasting environments will have to be visited for candidates to
undertake the physical and human geography enquiries, but the
locations need not be far apart.
Looking at beach processes and then going into the seaside town
nearby would satisfy all requirements.
Investigating river processes and then carrying out an urban
investigation nearby would also be appropriate.
Planning to reduce travelling would maximise time for practical
fieldwork.

Fieldwork assessment
Students’ understanding of the enquiry process will be assessed by:
• Questions based on the use of fieldwork materials from an unfamiliar
context.
• Questions based on candidates’ individual enquiry work. (For these
questions candidates will have to identify the titles of their individual
enquiries).
Written statement from centres, providing the date, location, numbers of
students participating, the main issues/questions investigated during fieldwork,
and the relationship of the fieldwork to the specification content
There will no longer be Controlled Assessment in GCSE Geography

Assessment will include
questions based on
fieldwork materials from
an unfamiliar context.
Insert heading

Using the data in Figure 9 calculate the interquartile range of the pebble size data.
Show your working in the space below.
[2 marks]
Interquartile range = cm
Describe the pebble size data shown on the dispersion graph in Question 04.6.
[4 marks]
0 4 . 9
Insert heading

Physical geography fieldwork examples
Topic Posed as a question Posed as a simple
hypothesis
River landscapes – cross
profiles
How does the cross
profile of the river X
change?
That the cross profile of
the river X changes over
distance.
River landscapes –
bedload
How does the bedload of
the river X change?
That the bedload of the
river X will change over
distance.
Coastal landscapes –
longshore drift
In which direction is
longshore drift operating
along the coast at X?
That longshore drift is
from West-East at X.
Coastal landscapes –
mass movement
How is mass movement
affecting the coast at X?
That mass movement is
a major process affecting
the coast at X.

Human geography fieldwork examples
Topic Posed as a question Posed as a simple
hypothesis
Tourism (in a glaciated
area)
What are the
environmental impacts of
tourism at X?
That tourism creates
environmental impacts at
X.
Urban change –
opportunities
What are the recreation
opportunities in X?
That X provides a range
of recreational
opportunities for local
people.
Urban change –
challenges
What impact is urban
sprawl having on the
rural-urban fringe?
That urban sprawl is
having a negative impact
on the rural-urban fringe.
Economic futures in the
UK
What benefits have the
science/business park at
X brought to the local
area?
That the
science/business park at
X has brought a wide
range of benefits to the
local area.

With legacy coursework and the controlled assessment, the fieldwork
component accounted for 25% of the GCSE qualification. This is now
15% and some of that total percentage must be assessed by
presenting candidates with unfamiliar material.
Scale of the fieldwork

Fieldwork enquiry process
Identifying suitable question
for geographical enquiry
Selecting, measuring and
recording data appropriate
to the chosen enquiry
Selecting appropriate ways
of processing and
presenting fieldwork data
Describing, analysing and
explaining fieldwork data
Evaluating the
geographical enquiry
Reaching conclusions

Discussion/prompt questions that may be used in the field and when
completing the work in class could include:
• Explain how the theory behind the investigation determined the data
collection method(s) used.
• How can we justify the sampling strategies employed?
• Justify the choice of location(s) used to collect data.
• Assess the appropriateness of your data collection methods.
• Evaluate the effectiveness of your data collection methods.
• Assess the appropriateness of your data presentation methods.
• To what extent can the fieldwork results be deemed to be reliable?
• Evaluate the accuracy and reliability of your results/conclusions.
Prompt/discussion questions

Sample fieldwork questions
1. State the title of your fieldwork enquiry in which physical geography data
were collected.
Title of fieldwork enquiry:…………………………
Explain the advantage(s) of the location(s) used for your fieldwork
enquiry. (2 marks)
2. Justify one primary data collection method used in relation to the aim(s) of
your physical geography enquiry. (3 marks)
Primary data collection method:………………………
3. State the title of your fieldwork enquiry in which human geography data
were collected………
Assess how effective your presentation technique(s) were in representing
the data collected in this enquiry. (6 marks)

Geographical skills
Skills will be assessed in all three written exams. Ordnance Survey maps or
other map extracts may be used in any of the three exams.
Cartographic-atlas
maps, OS maps,
maps with
photographs
Graphical skills-
selecting and
constructing
appropriate graphs,
charts, maps
Numerical skills-
number, area, scale,
proportion, ratio
Statistical skills-
central tendency,
spread, scatter plots
Use and interpretation of
qualitative and
quantitative data from
primary and secondary
sources, including GIS

The use of mathematics and statistics in Geography
Statistical skills:
• Measures of central tendency, spread and cumulative frequency (median,
mean, range, quartiles and inter-quartile range, mode and modal class).
• Calculate percentage increase or decrease and understand the use of
percentiles.
• Describe relationships in bivariate data: sketch trend lines through scatter
plots, draw estimated lines of best fit, make predictions, interpolate and
extrapolate trends.
• Identify weaknesses in selective statistical presentation of data.

Managing and planning the course
Curriculum requirements
• 6 themes (3 physical geography, 3 human geography).
• Some have slightly more content than others: The Living World and
Resource Management are shorter units.
• Fieldwork planning, data collection and follow up.
• Planning for Issue Evaluation. General skills and scrutiny of pre-release.
• Geographical skills, including maths and statistics. Integrated or separate
coverage?
• Examination practice, revision.

Planning the course
• Choice of options eg 2 out of 3 physical landscapes in the UK; cold
environment or hot deserts; food, water or energy?
• Selection of suitable case studies, especially 2 contrasting cities (urban
challenges) and the LIC/NEE (changing economic world). There are 5 case
studies and 14 examples throughout the specification, which focus on the UK
and other global examples of your choice. They allow for an in-depth study of
physical and human environments.
• Sequence of units/themes.
• All physical, then human geography? (or vice versa)
• Mixture of topics-physical, human, physical etc?
• Separate coverage of UK themes, then more global issues?
• Where does fieldwork fit in?
• Available resources for teaching the course, particularly less familiar aspects
eg UK geography, resource management, weather hazards.
• Assessment objectives. Consider the implications of the assessment
structure for planning and teaching, particularly the requirements of AO3.

Timings/curriculum structure
AQA GCSE Geography
Basic assumptions:
67 week course (Year 1: 38 weeks, Year 2: 29 weeks)
Key Stage 4 contact time 2x1hour per week
Total teaching time: 134 hours (DfE GLH -120-140 hours)

Year 10
Autumn Term (13 weeks) Spring term (11 weeks) Summer term (14 weeks)
Ecosystems (9 weeks)
Physical landscapes of the
UK (4 weeks)
Physical landscapes of the
UK (6 weeks)
Fieldwork – planning,
preparation, visits and write-
up (5 weeks)
Natural hazards (9 weeks)
Exams (1 week)
Urban issues and
challenges (4 weeks)
Year 11
Urban issues and challenges
(continued) (6 weeks)
Changing economic world
(7 weeks)
Changing economic world
(contd.)( 4 weeks)
Challenge of resource
management (7 weeks)
DME work post pre-release ( 3
weeks)
Revision ( 3 weeks)
Year 2 (Year 11)- 29 weeks (58 hours)
Unit 2 – Challenges in the human environment (24 weeks) + DME / Revision ( 6
weeks)
Year 1 (Year 10) -3 8 weeks (76 hours)
Unit 1: Living in the physical environment (28 weeks) + Fieldwork (5 weeks) + human environment
(4 weeks)
Two year course outline
Separate physical and human topics

Year 9
Natural hazards/Tectonic
hazards (6 weeks)
Tropical storms (4 weeks)
Extreme weather in the UK (3
weeks)
Climate change – Global and UK
focus (4 weeks)
Physical landscapes in UK (2
weeks)
Coastal landscapes (5 weeks)
Coastal landscapes (3 weeks)
River or Glacial Landscapes (7
weeks)
Fieldwork ( 3 weeks)- pilot study
based on physical landscape. Exams
(1 week)
Year 10
Ecosystems (2 weeks)
Tropical Rainforest (6 weeks)
Hot deserts or Cold
Environments (5 weeks)
Urban issues and challenges (11
weeks)
Fieldwork Investigations (5 weeks)
Changing Economic world (9 weeks)
Year 11
Changing Economic world (5
weeks)
Resource Management (8
weeks)
Mock exams (2 weeks)
Resource Management (4 weeks)
Skills revision (3 weeks)
DME work post pre-release (2
weeks)
DME work post pre-release (2
weeks)
Revision (4 weeks)
Three year course outline
Separate physical and human topics

AQA ongoing support and resources
• AQA website
• e-AQA
• Secure Key Materials
• ERA (Enhanced Results Analysis)
• Training courses
• Preparing to teach events
• AQA family of businesses
(Exampro, Teach it, Alfie)

Key features
• Flexibility within topics allows centres to select specific content and
learning experiences.
• The course encourages a enquiry based approach to learning.
• A decision making exercise based on pre-released sources.
• No Controlled Assessment means there is more time for teaching, less
administration and fewer logistical issues. Opportunities for fieldwork are
highlighted and encouraged where relevant.
• Specific guidance on the selection of fieldwork tasks will be provided
• A variety of assessment techniques, ranging from short structured and
stimulus/data response questions to extended writing mini essays.
• Examination papers that are targeted at the full range of ability, with
opportunities for higher ability candidates to be challenged.

ga_conf16-aqa-gcse.ppt

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