AQA Geography Reaching the top grades at AS/A2 David Redfern June 2010

42 Pages·2017·0.66 MB·English

AQA Geography

Reaching the top grades at AS/A2

David Redfern

June 2010

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AQA Geography – Reaching the top grades

Programme

10.00am What is the A*?
 Developing a clear understanding of how it will be awarded
 How can students be prepared within their AS year?
 What do we mean by ‘depth’, ‘breadth’, ‘synopticity’ and ‘stretch and
challenge’?

11.15am Morning coffee

11.30am Developing skills of extended prose and essay writing
 The importance of command words
 The importance of key words
 The use of case studies
 Golden rules for success in essay writing
 Examples from AS extended prose

12.45pm Lunch

1.45pm Unit 3: Preparing students for the synoptic essays

A* candidates will be required to achieve a high mark on Unit 3:
Contemporary Geographical Issues. A key part of this will be a structured
and thorough approach to the synoptic essays. This session will examine the
nature of these essays, and how they will be assessed.

2.50pm Afternoon tea

3.00pm Unit 4: developing stretch and challenge in 4A and 4B
Candidates also have a choice of either Unit 4A or 4B. As these both are A2
papers, the scores in these units will also have a bearing on the award of A*.
This session will examine how stretch and challenge will be assessed, and how
they can be addressed, for each of these units.

4.00pm Day ends
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Developing progression from AS to A2
Progression involves:

 Range of content: breadth v depth
 Use of case studies
 Stretch and challenge and synopticity
 Integration of skills
 Greater levels of personal study and research

The research framework encourages the use of new technologies including GIS, GPS and
electronic maps. These are central to a modern approach to carrying out research, including
fieldwork.

What is research?
Research is the overall process of investigation which is undertaken on particular issues,
problems, phenomena etc. The ambition is to generate findings which can be evaluated to
provide conclusions and usually for the whole exercise to be reported to interested audiences
either in writing, pictures or verbally.

What is data?
Data comprises numerous bits of information which can be distilled from the world around
us.
Primary data is generally regarded as data generated by the researcher, or yet to be
interpreted, distilled or processed by the researcher.
Secondary data is that generated by someone else, or agency, and as been interpreted,
distilled or processed by someone else.
In most cases a balance should be struck between these two.

Students could also be encouraged to use innovative and interesting ways of following up
fieldwork and/or research. Statistics can be used for quantitative data (eg river based work),
but other qualitative approaches should also be used: annotated photographs, personalised
maps, videos, powerpoints etc.. This may also involve different audiences to share the
outcomes.
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The collection of resources.

Collect information and material over a period of time from:

Initial sources (hours/week)
 Newspapers
 News websites – BBC, SKY
 Television and radio
 Internet blogs
 Huge range of websites – see RU Webwise at the GA / SLN
 ONS

Weekly/Monthly sources
 New Scientist
 Economist
 Time
 Timesonline
 Newsweek
 Sunday newspapers

Specialist magazines (provide digests)
 Geofile Online
 Geo Factsheet
 Geography Review
 Geographical Magazine

NGO reports (can be huge)
 World Bank
 Oxfam
 UN
 WHO
 International Red Cross
 Action Aid

Textbooks and Journals
 Various texts – many are board-based these days; though some are generic
 Support materials – Teacher Guides, Student Guides
 Teaching Geography
 Transactions of the IBG

Issues:
 Too much information; Bias; Real facts and figures are not always easy to extract

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Exam technique

Good exam technique is vital. You should not be short of time in the exams, as the exam
papers have been designed to fit the allocated time. However, you should still be careful not
to waste precious minutes. Use revision and exam practice to develop your exam skills, so
that you spend all the available time in the exam producing quality answers to the questions
set.

Good exam technique is rather like a jigsaw of skills, as shown in Figure 1. Each skill needs
to be developed so that they all fit together perfectly in the exam itself.

Command words.

Command words are instructions that tell you how to answer a question. Examples are
‘describe’ and ‘explain’. A common cause of under-performance in exams is misinterpreting
a command word. One of the most frequent errors is explaining something when the question
has asked you to describe it — in other words, saying why, when you should have been
saying what. This also happens in reverse — i.e. describing when you should have been
explaining.

Here is a summary of the meaning of the main command words used in AS and A2 exams.

AS Command Meaning
word
Define, What is State the precise meaning of the idea or concept. There is usually a low
meant by tariff of marks for this – you should give as many ideas as there are
marks.
Describe Provide a picture in words of a feature, a pattern or a process. For
example, if describing a landform say what it looks like, give some
indication of size or scale, what it is made of, and where it is in relation
to something else.
Explain, Why, Provide the causes of a feature, phenomenon or pattern. This usually
Suggest reasons requires an understanding of processes. Explanation is a higher-level
skill than description and this is reflected in its greater mark weighting.
Outline, Provide a brief overview of all the relevant information
Summarise
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Compare Describe the similarities and differences of at least two features, events,
patterns and processes.
Contrast Point out the differences between at least two features, events, patterns
and processes
Comment on Examine the stimulus material provided and then make statements that
arise from the material that are relevant, appropriate and geographical,
but not directly evident. You are being invited to ‘think like a
geographer’
Justify (at AS) Give reasons why something should be done, and why other options
should not.
Consider Describe (as above) and then give your views on a subject
Examine Investigate and describe in detail
Annotate Label a diagram, image or graphic. The labels should describe and/or
explain features, rather than just identify them (which is labelling). You
should use a number of words for each annotation.

A2 Command Meaning
word
Discuss Give both sides of an argument (for and against), and come to a
conclusion.
Analyse Break down the content of a topic, or issue, into its constituent parts in
order to provide an in-depth account
Assess Weigh up several options or arguments and come to a conclusion about
their effectiveness
Evaluate Weigh up several options or arguments and come to a conclusion about
their importance/success
To what extent Say ‘how far’ you agree with a statement option after examining both
do you agree sides of the argument
Critically Often occurs before ‘Assess’ or ‘Evaluate’ and invites you to examine an
issue from the point of view of a critic – what strengths and weaknesses
are there in the points of view being expressed?
Justify (at A2) Give reasons why something should be done, and why other options
should not. However, at this level, each of the options available will have
positives and negatives. For the outcome chosen, the positives outweigh
the negatives; for the outcome(s) rejected the negatives outweigh the
positives. You should be able to explain all of this selection process.

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Key words.
Key words are instructions that tell you what to write your answer about. They provide you
with the focus of the question. They are often common words, but it is important to
understand their meaning. Some key words that are used are defined below.

Key word Meaning
Appropriate Whether solutions are fit for purpose and realistic.
Benefits The advantages/positive impacts of something (social, economic,
environmental).
Causes The reasons why something happens.
Challenges Difficult, large-scale problems that require solutions.
Characteristics The key features of something.
Concerns Aspects of an issue or problem that are worrying.
Conflicts Issues over which two or more groups disagree
Consequences The results of a change or process; they can be positive or negative.
Costs The disadvantages/negative impacts of something (social, economic,
environmental).
Distribution The geographical pattern, most often on a map. Look for areas with a
high amount, a low amount, and anomalies within each of these areas.
Economic To do with money, work, industry, jobs and prospects
Effects The results of a process, or an event
Environmental To do with the environment, plants, animals, water, air and resources
Factors The underlying causes of a problem or process.
Impacts The results of a process or change on people and the environment. They
can be positive or negative.
Interrelationships Links between two or more features, such that changing one feature leads
to changes in the others.
Issues These are the views or concerns that some people may have regarding a
feature or event, which may be beneficial as well as problematic
Lifestyle The way in which people live their lives
Management Using policies and strategies to minimise or reduce impacts or problems.
Patterns The distribution of something; where things are in a general sense —
most often on a map.
Political To do with power, different viewpoints and policy, and the decisions to
which these lead
Problems Issues that worry people; the negative results of a process or change.
Process A sequence of events that causes a change to take place.
Responses The ways in which people react to an event – some may be as an
individual, some may be as groups; some are planned, some are
unplanned.
Scale An area of study - local, regional, national, global.
Social To do with people, their quality of life, health, education and prosperity
Strategies Methods used to manage a problem.
Sustainable Being able to continue to do something without damaging the basis for
its existence
Trends The general direction of a change — rising, falling, fluctuating.
Variations How far something differs from the norm or the average.

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Several key words operate in tandem, and examination questions often use more than one key
word. For example, many topics, when linked to key words such as problems, challenges,
consequences, impacts, effects and issues, have social, economic and environmental aspects.
A further way to help you understand key words is to examine the geographical process.
Many of the topics you study fit into a sequence as shown below.

Locational knowledge
It is important that you approach the exams as a geographer, and try to give a ‘sense of place’
especially when asked for reference(s) to examples or case studies. Exam questions often ask
for locational knowledge’. This could be about scale:
 global (world,worldwide)
 national (country or countries)
 local (small area)

It could be about levels of development:
 the developed world, or
 the developing world

It could also be about type of place:
 an urban area, or
 a rural area.

On this specification there are some compulsory case studies, so you should expect exam
questions specifically about these. These are made clear for each option in this book.

Extended prose questions that require the comparative use of case studies are popular. Much
of the challenge of such questions hinges on selecting appropriate case studies. Make sure
you do not rehash each study in turn. In planning effective answers to this type of question, it
is often necessary to interweave references to your chosen case studies.

A successful response to a question that starts ‘With reference to a named....’ requires:
 Choice of an appropriate example
 Detailed knowledge of that example in relation to the question asked
 Resisting the temptation to set down ‘all I know’ type responses – you should harness
only those aspects that are directly relevant.

Watch out for questions that do not specifically ask for examples, but nonetheless expect
them. The front of the exam paper usually says you should illustrate your answers with
references to examples and case studies. Finally, it is worth noting that, especially at A2, the
more contemporary examples that you can include in your answer, the more you are likely to
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convince and impress the examiner that you have a sound knowledge and understanding of
today’s world.

Key geographical terms.
Key geographical terms are defined for you in textbooks – examples include the terminology
used for landforms and the processes that create them. You should learn these and be
prepared to use them.
Key terms are important for two reasons:
 If your geographical vocabulary is poor, there is a danger that you will not understand
some questions.
 If you do not use geographical terminology, your answers may be imprecise and
poorly expressed.

Use of resources
You must take a structured and careful approach when using the resources you are asked to
study in the exam. They contain key information that you will need to use to answer fully the
questions linked to them.
Resources are used in two main ways — as data response resources or as data stimulus
resources:
 Data response resources should be used directly in your answer. Usually, this means
taking information from the resource and incorporating it into your answer. Short
questions are often data response questions. Data response command words include
‘describe’, ‘state’ and ‘outline’.
 Data stimulus resources can be used more indirectly. You might use the resource to
get some ideas, or to provide a structure for your answer. Data stimulus command
words are more open, for example ‘comment on’, ‘examine’ or ‘discuss’.

The range of resources you could be asked to interpret and use is large:
 Photographs
 Maps
 Graphs
 Tables
 Diagrams

Timing
You should have enough time in the exams, but you can get into difficulties and be forced to
rush if you do not follow some guidelines:
 Use past papers to practise timed exams. It is vital you understand fully the exam
format and have some experience of working under exam conditions.
 If there is a choice of questions (as there is in Unit 3, Section C), read all the questions
before you choose which one to answer.
 Be guided by the number of marks available for each question and the number of lines
you have to write on. Do not spend 10 minutes on a question worth 3 marks, or 3
minutes on a question worth 10 marks.
 As a guide, in Unit 1 there are 120 marks available, and you have 120 minutes in the
exam. This translates as 1 minute per mark. In Unit 3 there are 90 marks available and
150 minutes in the exam - a little more than 1 minute per mark.
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Suggestions for preparing and using case studies focusing on Rivers, floods
and management and Population change.
1. Re-evaluating the flood risk in the UK (MEDC)

Recent years have seen an apparent increase in flood events in the UK and Europe. The ‘risk’
of flooding can be considered as the product of the probability of a flood occurring and the
consequences of the flood affecting people. Approximately 5% of the UK population live in
flood prone areas. River flooding is a natural hydrological process. Has the risk of river
flooding increased or is it that we perceive it to have increased because more people and
property are affected?

What is risk?
A flooding hazard can only occur where there are people. It only becomes a true disaster if
there is a loss of life rather than property or possessions. Discussion of risk should also take
into account vulnerability. Vulnerability is greatest where there is both a high risk of a flood
and the inability of people to cope. Any assessment of risk should also include resilience, the
capacity of a population to receive and absorb a hazardous event and to recover from that
event. To be able to manage flood risk we must understand that people perceive risk. Risk
perception can be voluntary, accepting the risk that a river overtops its banks onto an
agricultural flood plain or involuntary where the risk is perceived to be inevitable or
uncontrollable such as the fact that the Severn will flood again.
The media tend to portray flooding as a disaster more often than is the case. They do this to
sell their product and disaster sells more! In our capitalist society we put great value on
property and possessions; we judge each other by our homes, cars and artefacts. Therefore, it
is understandable that a disaster to the popular press and TV might involve damage to homes
and cars yet no deaths. The total assets at risk from flooding in the UK amount to
£238billion. No wonder that the insurance industry is concerned that the risk is increasing.

Sources of the Flood Hazard in the UK

 Climatic (a) Storms leading to flash floods, (b) prolonged rainfall over days or even
months over the whole catchment area or a large part of the catchment leads to a
large volume of surface and pluvial water. (c) Climate change is increasing the risk of
storm events.
 Geological. Impervious rocks such as clays reduce infiltration and increase surface
water flow. Porous rocks such as chalk enable water to infiltrate and the water table
to rise, and lead to a slower flood onset. Chalk has the largest seasonal changes in
groundwater levels.
 Morphological. Size of the catchment, types of slope, valley width can all have an
impact. Small steep catchments lead to the most rapid onset of flash flooding.
 Human factors.
(i) Sewers – overwhelmed sewers are the most common form of flooding in the
UK.
(ii) Culverting restricts the flow and prevents overtopping and ponds waters back.
In small streams culverts get blocked by fallen vegetation and rubbish.
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