Strengthening Canada’s Bilingual Future: New Investments in Francophone Immigration
Canada’s bilingual identity is a key part of its heritage. Supporting French-speaking communities outside Quebec
Alex Darin
Overview of AQA GCSE Geography qualifications
Subject content:
| Topic | Content |
|---|---|
| Natural hazards | • Definition of a natural hazard. • Types of natural hazard. • Factors affecting hazard risk. |
| Tectonic hazards | • Plate tectonics theory. • Physical processes along structural, destructive and conservative plate edges. • Primary and secondary effects of a tectonic hazard. • Immediate and long-term responses to a tectonic hazard. • Monitoring, forecasting, protection and planning for tectonic hazard risk. |
| Weather hazards | • Atmospheric general circulation model. • Tropical storms: global distribution, formation, structure and impacts. • Monitoring, forecasting, protection and damage minimization planning. • Weather in the UK. |
| Climate change | • Possible causes of climate change: natural and anthropogenic factors. • Overview of the effects of climate change on people and the environment. • Managing climate change: mitigation and adaptation. |
| Topic | Content |
|---|---|
| Ecosystems | • Analysis of a small ecosystem in the UK, focusing on the relationships between producers, consumers, decomposers, food chains, food webs and nutrient cycling. • Balance in an ecosystem and the impact of change on one component. • Overview of the distribution and characteristics of large-scale natural ecosystems of the world. |
| Tropical rainforests | • The physical characteristics of a tropical rainforest. • The interdependence of climate, water, soils, plants, animals and people. • Plant and animal adaptations in tropical forest environments. • Issues related to biodiversity. • Changing rates of deforestation. • Value of tropical rainforests to people and the environment. • Strategies used for sustainable management of tropical rainforests. |
| Hot deserts | • Physical characteristics of a hot desert. • The interdependence of climate, water, soils, plants, animals, and people. • Adaptation of plants and animals to physical conditions. • Issues related to biodiversity. • Causes of desertification. • Strategies used to reduce the risk of desertification. |
| Cold environments | • Physical characteristics of cold environments. • Interdependence of climate, permafrost, soils, plants, animals and people. • Adaptation of plants and animals to physical conditions. • Issues related to biodiversity. • Opportunities for development in cold environments. • Problems of development in cold environments. • The value of cold regions. • Strategies used to balance economic development and conservation in cold regions. |
| Topic | Content |
|---|---|
| UK physical landscapes | • The diversity of Britain’s landscapes. • Overview of the main upland and lowland regions and significant river systems. |
| Coastal landscapes in the UK | • Types and characteristics of waves. • Coastal processes. • Influence of geologic structure and rock type on coastal landforms. • Characterization and formation of landforms by erosion and deposition. An overview of a stretch of coastline in the UK. • Management strategies. • Overview of the coastal management scheme in the UK. |
| River landscapes in the UK | • The long profile and changing cross-sectional profile of a river and its valley. • Fluvial processes. • Characterization and formation of landforms by erosion, deposition and sedimentation. An overview of the river valley in the UK. • The influence of physical and human factors on flood risk. • The use of hydrographs. • Management strategies. Overview of the flood management scheme in the UK. |
| Glacial landscapes in the UK | • Glacial processes. • Characterisation and formation of landforms by erosion, transport and deposition. • A review of the uplands in the UK affected by glaciation to identify the main landforms as a result of erosion and deposition. • A review of economic activities in glaciated uplands. • Conflicts between different land uses and between development and conservation. • An overview of glaciated uplands in the UK used for tourism. |
| Topic | Content |
|---|---|
| Global Urbanization | • The global pattern of urban change. • Trends in urban development in different parts of the world. • Factors affecting the rate of urbanisation. • Emergence of megacities |
| Case Study in LIC/NEE | • Focus on city growth, opportunities (health, education, economic), and challenges (slums, sanitation, pollution, crime). Urban planning improvements are highlighted. |
| UK Urban Overview | • Population distribution, major cities, and a UK city case study showcasing growth, migration impacts, opportunities (cultural, employment, environmental), and challenges (deprivation, urban sprawl). • An example of an urban regeneration project |
| Features of sustainable urban living | • Emphasis on water/energy conservation, waste recycling, green spaces, and urban transport strategies to reduce congestion. |
| Topic | Content |
|---|---|
| Economic and Social Classification | • Different ways of classifying parts of the world according to their level of economic development and quality of life. • Different economic and social measures of development. • Limitations of economic and social measures. • Link between stages of the Demographic Transition Model and the level of development. • Causes of uneven development. • Consequences of uneven development. |
| Strategies to reduce the development gap | • Investment, tourism, aid, technology, fair trade, debt relief, microfinance loans. • An example of how the growth of tourism in an LIC or NEE helps to reduce the development gap |
| Case study on an example of a low-income country or LIC/NEE | • Significance at regional and global level. • Political, social, cultural and environmental context. • Changes in industrial structure and the role of TNCs. • Trade relations, international aid and environmental impact. • Impact on quality of life. |
| Economic futures in the UK | • Causes of economic change: deindustrialisation, globalisation and politics. • Transition to a post-industrial economy: IT, services, science/business parks. • Environmental impact of industry, examples of sustainable development. • Social/economic change in rural areas. • Infrastructure development. • The North/South divide and strategies for bridging it. • UK’s global links: trade, culture, EU, Commonwealth. |
| Topic | Content |
|---|---|
| Resource management | • The significance of food, water and energy to economic and social well-being. • An overview of global inequalities in the supply and consumption of resources. • Overview of UK resources: food, water, energy. |
| Food | • Surplus & Deficit: Global disparities in calorie intake and food supply. • Increased Consumption. • Food Supply Factors. • Impacts of food insecurity. • Overview of strategies to increase food supply: irrigation, aeroponics, hydroponics, new green revolution, biotechnology and related technologies. • Sustainable future: organic farming, permaculture, urban farming, sustainable fish/meat, seasonal produce and waste reduction. Overview of a local scheme in LIC/NEE to improve the sustainability of food supply. |
| Water | • Surplus & Deficit: Global water supply and demand imbalances. • Reasons for increased water consumption. • Factors affecting water availability. • Consequences of water unavailability. • Overview of strategies for increasing water supply: diversion and augmentation, dams and reservoirs, water transfers and desalination. • A sustainable future: water conservation, groundwater management, recycling and use of gray water. Overview of the local sustainable water supply scheme in LIC/NEE. |
| Energy | • Surplus & Deficit: Global energy consumption and supply imbalances. • Causes of rising energy consumption. • Factors affecting energy supply. • Consequences of energy insecurity. • Overview of strategies to increase energy supply: renewable and non-renewable energy sources. • Sustainable future: reducing carbon footprint and energy conservation. An example of a local renewable energy project in LIC/NEE. |
Geographical applications
This unit requires students to integrate knowledge, understanding, and skills from the entire course, showing a comprehensive grasp of geographical concepts and their interconnections.
– Focuses on critical thinking and problem-solving.
– Students analyze a geographical issue using secondary sources, applying knowledge from physical and human geography.
– Pre-release resource booklet provided 12 weeks before the exam.
– Students evaluate the issue, consider various viewpoints, and justify decisions.
– Involves two geographical enquiries, each requiring primary data collection.
– Must be conducted in contrasting environments, addressing both physical and human geography.
– Students’ enquiry skills are assessed through questions on unfamiliar fieldwork contexts and their own enquiry work.
Students will demonstrate their ability to interpret, analyze, and evaluate geographical information, apply various skills, and communicate findings effectively.
For detailed information about the General Certificate of Secondary Education (GCSE) and how it can shape your academic future, click here to explore: GCSE Information
Students must demonstrate a range of geographical skills, including cartographic, graphical, numerical, and statistical abilities, across all written exams.
Cartographic Skills:
– Atlas Maps: Use coordinates (latitude and longitude), recognize patterns, analyze physical and human factors, and describe features like population and transport.
– Ordnance Survey Maps: Interpret maps at various scales, understand grid references, scale, and distance, analyze gradients and relief, and infer human activity.
– Maps with Photographs: Compare maps, sketch and label maps, and interpret photographs (ground, aerial, satellite) of landscapes and phenomena.
Graphical Skills:
– Construct and interpret graphs and charts (line, bar, pie, etc.).
– Use graphical tools to represent data, complete various types of maps, and understand gradients and contours.
Numerical Skills:
– Understand and use number, area, and scale relationships.
– Design and collect fieldwork data accurately, understand proportions, ratios, and draw conclusions from numerical data.
Statistical Skills:
– Use measures of central tendency and spread (mean, median, range).
– Calculate percentage changes, analyze bivariate data, and identify statistical presentation weaknesses.
Data Use:
– Analyze qualitative and quantitative data from various sources (maps, fieldwork, GIS, satellite imagery).
– Communicate, interpret, and evaluate geographical information effectively.
Enquiry and Argument: Formulate questions, write descriptively and analytically, develop arguments, and draw informed conclusions.
Literacy: Communicate effectively in writing for different audiences, emphasizing the importance of strong literacy skills.
| Component | Content | Questions | Final score | Weighting of final grade |
|---|---|---|---|---|
| Paper 1: Living with the physical environment | Sections: – The challenge of natural hazards – The living world – Physical landscapes in the UK – Geographical skills | Section A: answer all questions (33 marks); Section B: answer all questions (25 marks); Section C: answer any two questions from questions 3, 4 and 5 (30 marks). Question types: multiple-choice, short answer, levels of response, extended prose | 88 marks (including 3 marks for SPaG*) | 35% |
| Paper 2: Challenges in the human environment | Sections: – Urban issues and challenges – The changing economic world – The challenge of resource management – Geographical skills | Section A: answer all questions (33 marks); Section B: answer all questions (30 marks); Section C: answer question 3 and one from questions 4, 5 or 6 (25 marks). Question types: multiple-choice, short answer, levels of response, extended prose | 88 marks (including 3 marks for SPaG) | 35% |
| Paper 3: Geographical skills | Issue evaluation Fieldwork Geographical skills | Section A: answer all questions (37 marks); Section B: answer all questions (39 marks). Question types: multiple-choice, short answer, levels of response, extended prose | 76 marks (including 6 marks for SPaG) | 30% |
Assessment objective weightings for GCSE Geography
Assessment Objectives:
AO1 (15%): Demonstrate knowledge of locations, places, processes, environments, and scales.
AO2 (25%): Show understanding of geographical concepts and their application to places, environments, and processes, including their interrelationships.
AO3 (35%): Apply knowledge to interpret, analyze, and evaluate geographical information and issues, making judgments. Includes 10% focused on fieldwork.
AO4 (25%): Use various skills and techniques to investigate questions, communicate findings, and respond to fieldwork data. Includes 5% related to fieldwork.
| Assessment objectives (AOs)* | Component weightings Paper 1 (%) | Component weightings Paper 2 (%) | Component weightings Paper 3 (%) | Overall weighting (approx %) |
|---|---|---|---|---|
| AO1 | 7.5 | 7.5 | 0 | 15 |
| AO2 | 11 | 11 | 3 | 25 |
| AO3 | 8.5 | 8.5 | 18 | 35 |
| AO4 | 8 | 8 | 9 | 25 |
| Overall weighting of components | 35 | 35 | 30 | 100 |
Assessment weightings
The marks on the papers will be scaled according to the weighting of each component. Students’ final marks will be the sum of these scaled marks. Grade boundaries will be determined based on this total scaled mark. The scaling and total scaled marks are detailed in the table below.
| Component | Maximum raw mark | Scaling factor | Maximum scaled mark |
|---|---|---|---|
| Paper 1 | 88 | x1 | 88 |
| Paper 2 | 88 | x1 | 88 |
| Paper 3 | 76 | x1 | 76 |
| Total scaled mark: | 252 |
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