Summary of Assessment
AQA 2030 Syllabus
This engaging and flexible course gives students the opportunity to:
- study the relationship between human populations with their physical environment at a variety of scales from the local to the global
- choose between specialised content at both AS and A2, including a dedicated fieldwork option on Unit 4.
Programme of Study and Assessment
AS Examinations Unit 1 – GEOG1 Physical and Human Geography 70% of AS, 35% of A Level 2 hour written examination 120 marks Structured short and extended questions Available June only Unit 2 – GEOG2 Geographical Skills 30% of AS, 15% of A Level 1 hour written examination 50 marks Structured skills and generic fieldwork questions Available June only A2 Examinations Unit 3 – GEOG3 Contemporary Geographical Issues 30% of A Level 2 hour 30 minutes written examination 90 marks Structured short and extended questions, plus an essay Available June only Unit 4 – either GEO4A Geography Fieldwork Investigation or GEO4B Geographical Issue Evaluation 20% of A Level 1 hour 30 minutes written examination 60 marks GEO4A – structured short and extended questions based on candidates’ fieldwork investigation and fieldwork skills.
KS4 Curriculum and Learning
SUMMARY OF ASSESSMENT
GEOGRAPHY WJEC (B)
SUMMARY OF ASSESSMENT
Unit 1: ‘Challenges of Living in a built Environment’ and ‘Physical Processes and Relationships between People and Environments’ (30%)
Written Paper: 1 hour (F/H)
60 marks (60 UMS)
Two compulsory structured questions, one from Theme 1 and one from Theme 2, each containing a choice of case study.
Unit 2: ‘Uneven Development and Sustainable Environments’ and Problem Solving Geography (45%)
Written Paper: 2 hours (F/H)
90 marks (90 UMS)
One compulsory structured question from Theme 3 containing a choice of case study.
A cross-unit problem solving exercise structured in three parts.
Unit 3: Geographical Enquiry (25%)
50 marks (50 UMS)
An enquiry based on fieldwork (25%).
• Unit 1 provides a broad foundation to key themes of human and physical environments by addressing challenges of living in a built environment and human interactions with the natural environment.
• All three units build upon the foundation of Key Stage 3 by reinforcing concepts and skills at increasing levels of depth and complexity and developing a framework of spatial awareness from the local through to the global scale; similarly they encourage progression into the post-16 phase of education.
• All three units ensure learning outcomes that help students to develop a personal interest in why geography matters and to develop their responsibilities as global citizens who can play an important part in sustainable development.
• Classroom work can be reinforced by out-of-class activities in the field and research which will be assessed through controlled assessment which replaces coursework.
• The specification encourages an appreciation of alternative viewpoints and the reasons why people might hold certain views.
• In doing so it contributes to the development of attitudes and values conducive to the elimination of inequalities.
• Both Units 1 and 2 provide the learning opportunities for fieldwork and research that are integral to the enquiry-based student-centred learning for Unit 3: Geographical Enquiry assessed by controlled assessment that replaces coursework.
• The specification provides students with a relevant and exciting programme of study that maintains the essential features of the former Geography (B) approach where teaching, learning and assessment are interdependent and where an issue based, investigative approach is at the core of each unit.
The content of the specification is divided into three main themes, each with three sub themes. The themes are assessed through two written papers, Unit 1 and Unit 2and through controlled assessment in Unit 3. Unit 1 is divided into two themes. Unit 2 assesses Theme 3 in Section A and consists of a cross unit decision making exercise in Section B.
Assessment of Units 1 and 2 will be based on the Key Ideas and their associated Key Questions in the first two columns of the specification content( see www.wjec.co.uk) Teachers are free to select appropriate examples of places or topics to support these questions and are advised to ensure that the examples chosen in terms of scale and location are placed in a context of wider spatial awareness. Column 3 outlines the scale and detail required to provide adequate coverage of the specification. It is essential that
areas to be studied to illustrate the range of spatial contexts and scales should be carefully chosen to develop wider spatial awareness.
TIME OF ASSESSMENT UNIT
June Year 10 No assessment
June Year 11 Unit 1:
Geography is all about People and Places so Key Stage 3 Geography at St. Bonaventure’s is meant to help pupils understand our world, how interesting it is and how to make it a better place to live in. It starts with an introduction to Geography in Year 7 and runs through several Physical, Human and Environmental themes up to the end of Year 9. The learning activities are varied and are usually exciting for our boys as a number of resources like Videos, TV Shows, CDs, The Internet and Role-play are used.
There are opportunities for out-of-class learning and we embark on a number of experiments and projects for pupils to develop independent learning skills as well as team skills. Our Common Task Assessments (CTAs) embed the development of the 5Rs (Reasoning, Resourcefulness, Resilience, Responsibility and Reflection) as well as PLTS (Personal, Learning and Thinking Skills) and they usually spark the enthusiasim of our pupils and bring out the creativity in them. Levels are awarded according to the work output and presentation. In addition, there are half-termly assessments for Year 7 to 9 and these include extended written tasks. These assessments give achievement levels and targets for improvemnt. The CTAs for individual Year groups are as follows:
Year 7: Loccal Area Walk project.
O’Connor Supermarket project.
Year 8: Tropical Rainforest Role-play Decision making project.
Japan Robot Development project.
Year 9: Water Infiltration rates experiment project.
Business Plan development project.
It’s a big world. Explore!
On Wednesday 21st November 2014, Year 11 Geography students took part in a a fieldwork study on the River Pang in Berkshire. The emphasis was on deciding whether a newly proposed housing development would have a detrimental effect on the river and various measurements of the river had to be taken at two sites. The eventual write up of this work will account for 15% of their GCSE grade. The boys enjoyed this valuable experience of real Geography ‘in the field’, even if there were one or two groans about getting into the cold water!
GCSE Geography Field Trip – School Magazine Article
As part of our GCSE Geography Coursework, all of our geography classes went to visit the North Essex seaside resort of Walton-on-the Naze to conduct our fieldwork during a series of three day-trips starting with the first on the 23rd of September 2015. This iconic, untouched costal town is a beautiful example of the British coasts, with three miles of glorious sand beaches, Britain’s second longest pier, a large open salt marsh area attracting rare migrating birds and the famed fossiliferous Red Crag Cliffs.
Our aim was to investigate the various coastal defence mechanisms, and analyse whether their cost outweighed their benefits. The enthusiastic students set out on a whole day of collecting data and observing the large and strange ‘Groynes’ and ‘Rip Rap’ that protect our coasts threatened by erosion. It was an intense day, spent walking across miles of beaches and the homely town, and basking in the breath-taking views of the mesmerising Essex Coast.
Simple yet strangely pretty; we ambled past the petite Beach Huts lined row on row and stood valiantly in the shadow of the great Naze Tower atop the highly valued Red Crag cliffs, until we were tired and hungry, and rested before having our lunch. We were treated to expert lectures and experienced guidance from our very own Mr. Ansu and Mr. O’Connor. By the end, we were armed with knowledge from our lessons, the first hand data sourced from our field trip and the Bonaventurian will to learn in holiness, we were ready to work towards succeeding in one of the most interesting and relevant GCSE subject.