OCR GCSE (9-1) Geography B (Geography for Enquiring Minds ... · 2a. Overview of GCSE (9–1) in...

© OCR 2015GCSE (9-1) in Geography B (Geography for Enquiring Minds)

QN Awaiting Accreditation

OCR Level 1/2 GCSE (9–1) in Geography B (Geography for Enquiring Minds) (J384)Specifi cati on

Version 1: First assessment 2018

This draft qualifi cati on has not yet been accredited by Ofqual. It is published to enable teachers to have early sight of our proposed approach to GCSE (9–1) in Geography B (Geography for Enquiring Minds). Further changes may be required and no assurance can be given at this ti me that the proposed qualifi cati on will be made available in its current form, or that it will be accredited in ti me for fi rst teaching in 2016 and fi rst award in 2018.

Oxford Cambridge and RSA

Awaiti ng Accreditati on

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© OCR 2015GCSE (9–1) in Geography B (Geography for Enquiring Minds)ii

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© OCR 2015GCSE (9–1) in Geography B (Geography for Enquiring Minds) iii

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Contents

1 Why choose an OCR GCSE (9–1) in Geography B (Geography for Enquiring Minds)? 1 1a. WhychooseanOCRqualification? 1 1b. WhychooseanOCRGCSE(9–1)inGeographyB(GeographyforEnquiringMinds)? 2 1c. Whatarethekeyfeaturesofthisspecification? 3 1d. HowdoIfindoutmoreinformation? 3

2 Thespecificationoverview 4 2a. Overview of GCSE (9–1) in Geography B (Geography for Enquiring Minds) (J384) 4 2b. Content of GCSE (9–1) in Geography B (Geography for Enquiring Minds) (J384) 5 2c. Content of Our Natural World (01) 6 2c. Content of People and Society (02) 11 2c. ContentofGeographicalExploration(03) 16 2d. Geographical Skills including Fieldwork 16 2e. Prior knowledge, learning and progression 20

3 Assessment of GCSE (9–1) in Geography B (Geography for Enquiring Minds) 21 3a. Formsofassessment 21 3b. Assessmentobjectives(AO) 22 3c. Assessmentavailability 23 3d. Retakingthequalification 23 3e. Assessmentofextendedresponse 24 3f. Spelling,punctuationandgrammar 24 3g. Synopticassessment 24 3h. Calculatingqualificationresults 24

4 Admin:Whatyouneedtoknow 25 4a. Pre-assessment 25 4b. Specialconsideration 26 4c. Externalassessmentarrangements 26 4d. Resultsandcertificates 27 4e. Post-results services 27 4f. Malpractice 28

5 Appendices 29 5a. Grade descriptors 29 5b. Overlapwithotherqualifications 29 5c. Accessibility 29 5d. Useofmathematicsandstatisticsingeographyrequirement 29 5e. Glossaryoftermsfromthespecificationcontent 31 5f. Ofqualguidanceonassessmentobjectives 32

© OCR 2015GCSE (9–1) in Geography B (Geography for Enquiring Minds)iv

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© OCR 2015GCSE (9–1) in Geography B (Geography for Enquiring Minds) 1

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Choose OCR and you’ve got the reassurance that you’reworkingwithoneoftheUK’sleadingexamboards. Our new OCR GCSE (9–1) in Geography B (Geography for Enquiring Minds) course has beendevelopedinconsultationwithteachers,employersandhighereducationtoprovideuswithaqualificationthat’srelevanttothemandmeetstheirneeds.

We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.

Weworkwitharangeofeducationproviders,including schools, colleges, workplaces and other institutionsinboththepublicandprivatesectors.More than 13,000 centres choose our A Levels, GCSEs andvocationalqualificationsincludingCambridgeNationals,CambridgeTechnicalsandCambridgeProgression.

OurSpecifications

Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourstudentstoachievemore.

We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthe delivery of the course to suit your needs. We aimtoencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.

We provide a range of support services designed to helpyouateverystage,frompreparationthroughtothedeliveryofourspecifications.Thisincludes:

• Awiderangeofhigh-qualitycreativeresourcesincluding:

Delivery Guides TransitionGuides TopicExplorationPacks LessonElements …andmuchmore.

• Accesstosubjectspecialiststosupportyouthroughthetransitionandthroughoutthelifetimesofthespecifications.

• CPD/Trainingforteachersincludingface-to-faceeventstointroducethequalificationsandprepareyouforfirstteaching.

• ActiveResults–ourfreeresultsanalysisservicetohelpyoureviewtheperformanceofindividual learners or whole schools.

• ExamCreator–ournewonlinepastpapersservice that enables you to build your own test papersfrompastOCRexamquestions.

AllGCSE(9–1)qualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’s GCSE (9–1) in Geography B (Geography for Enquiring Minds) is QNXXXXXX

1a. WhychooseanOCRqualification?

1 Why choose an OCR GCSE (9–1) in Geography B (Geography for Enquiring Minds)?

© OCR 2015GCSE (9–1) in Geography B (Geography for Enquiring Minds)2

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OCR’s GCSE (9–1) in Geography B (Geography for Enquiring Minds) will enable learners to build on their KeyStage3knowledgeandskillsto:

• Developandextendtheirknowledgeoflocations,places,environmentsandprocesses,andofdifferentscalesincludingglobal;andofsocial,politicalandculturalcontexts(knowgeographicalmaterial).

• Gainunderstandingoftheinteractionsbetweenpeopleandenvironments,changeinplacesandprocessesoverspaceandtime,andtheinter-relationshipbetweengeographicalphenomenaatdifferentscalesandindifferentcontexts(think like a geographer).

• Developandextendtheircompetenceinarangeofskillsincludingthoseusedinfieldwork,inusingmapsandGeographicalInformationSystems(GIS)andinresearchingsecondaryevidence,includingdigitalsources;anddeveloptheircompetenceinapplyingsoundenquiryandinvestigativeapproachestoquestionsandhypotheses (study like a geographer).

• Applygeographicalknowledge,understanding,skills and approaches appropriately and creativelytorealworldcontexts,includingfieldwork,andtocontemporarysituationsandissues;anddevelopwell-evidencedargumentsdrawing on their geographical knowledge and understanding (applying geography).

ThisGCSE(9–1)qualificationaimstoencouragelearners to think like geographers through an enquiry approachtocontemporarytopicsofstudy.Theenquiryquestionsallowlearnerstobeengagedinthesubjectmatterandunderstandhowthecontentisrelevanttothem.

An enquiry approach to geography ensures learners arediscoveringsomethingaboutthenatureofgeographical knowledge and how the scope of the subjectischangedbythequestionswhichareasked.Study,contextualisedthroughexcitingtopics,willallowlearnerstoeasilyengagewiththesubjectmatter.

Thequalificationintegratesfieldworkandgeographicalskillsintothecontentandassessments,givingaholisticapproachtotheirassessment.Thiswillensuretheseskillsareembeddedwithinteachingand learning.

ThisGCSE(9–1)inGeographyB(GeographyforEnquiring Minds) will provide learners with a solid grounding, whether they are going on to Further Education,HigherEducationortheworkplace.ThequalificationaimstoinspireapassionforGeographywithin learners which encourages an interest in the subjectbeyondacademicachievements,fortherestof their life.

OCRhasacomprehensivesupportpackageinplace for the delivery of GCSE (9–1) Geography B (Geography for Enquiring Minds), including a range of free resources available on the website, CPD opportunitiesandGeographySubjectSpecialistswhoareavailabletosupportteachers.Thissupportwillcontinuouslyevolvetosuittherequirementsofteachingandlearningthroughoutthelifetimeofthespecification,basedoncontinuedfeedbackfromteachers.

Aims and learning outcomes

1b. Why choose an OCR GCSE (9–1) in Geography B (Geography for Enquiring Minds)?


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ThekeyfeaturesofOCR’sGCSE(9–1)inGeographyB (Geography for Enquiring Minds) for you and your learnersare:

• excitingcontentstudiedintopicsandbroughttolifebyengagingenquiryquestions

• opportunitiestostudyin-depthcontemporarycase studies, across a range of scales

• studyofthegeographyoftheUKinthe21stcentury

• explorationoftheinterconnectionsoftopicsthroughsynopticassessment

• geographicalskills,includingfieldwork,beingembeddedwithinassessment

• aglossarytoexplainkeytermsandclarifydefinitionsfromthespecificationcontent(seesection5e).

1c. Whatarethekeyfeaturesofthisspecification?

IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk

If you are not already a registered OCR centre then youcanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk

If you are not yet an approved centre and would like tobecomeonegoto:www.ocr.org.uk

Wanttofindoutmore?

Asksubjectspecialist:Email:[email protected]

Teachersupport:http://www.ocr.org.uk/qualifications/by-subject/geography/

Twitter:https://twitter.com/ocr_geography

1d. HowdoIfindoutmoreinformation?

http://www.ocr.org.uk/qualifications/by-subject/geography/

http://www.ocr.org.uk/qualifications/by-subject/geography/


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2a. OverviewofGCSE(9–1)inGeographyB(GeographyforEnquiringMinds) (J384)

Learnersmustcompleteallcomponents:01,02and03tobeawardedtheOCRGCSE(9–1)inGeographyB(Geography for Enquiring Minds).

2 Thespecificationoverview

*Indicatesinclusionofsynopticassessment.

DRAFTContentOverview AssessmentOverview

35%of total GCSE

35%of total GCSE

30%of total GCSE

Our Natural World (01)

70 Marks1hour15minuteswrittenpaper

People and Society (02)


Geographical Exploration(03)*


• GlobalHazards• ChangingClimate• DistinctiveLandscapes• SustainingEcosystems

• Fieldwork• GeographicalSkills

• UrbanFutures• DynamicDevelopment• UKinthe21stCentury• ResourceReliance

• Fieldwork• GeographicalSkills

• GeographicalSkills

• DecisionMakingExercise


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2b. Content of GCSE (9–1) in Geography B (Geography for Enquiring Minds) (J384)

Study within the OCR GCSE (9–1) in Geography B (GeographyforEnquiringMinds)specificationwillconsistof:

• OurNaturalWorld(01)

• PeopleandSociety(02)

• GeographicalExploration(03).

ThespecificationwillengagelearnersthroughtheexplorationofanumberofgeographicaltopicsencapsulatingboththegeographyoftheUKandthe rest of the world. Learners will be encouraged tomakelinksbetweentopicsandchallengetheirprevious ideas developed in geography through an enquiring approach to the content.

Thecontenthasasimplestructurewithoverallenquiryquestionsbrokendownintosub-questions,contentandscalecolumns.Thecontentcolumnindicateswhatwillbeassessed.Thecontentis studied at a variety of scales with global (G), national(N),regional(R)andlocal(L)scalesindicatedalongside the content rows. It is also indicated when contentgivesrisetoafieldworkopportunity(F).Thefieldworksymbol(F)indicatesopportunitiesanditisthereforenotcompulsorytoundertakefieldworkinrelationtoallopportunities.

Thecontentshouldbecontextualisedthroughcasestudiesandexemplarswhereappropriate.Itisrequiredthatcasestudiesandexemplarsrelatetoat least two countries other than the UK and that learners have contextual knowledge of any countries fromwhichcasestudiesandexemplarsarechosen.Casestudiesshouldbechosenfromthe21stcentury.

ThroughthestudyofOurNaturalWorld,learnerswillgainanappreciationofthenaturalworldaroundthemincludingtectonicandweatherhazards,climatechange,theUK’sdistinctivelandscapesandtheglobalecosystemswhichsupportlifeontheplanet.

LearnerswillexplorethecomplexitiesofPeopleandSocietythroughstudyingwhymorethanhalfoftheworld’spopulationliveinurbanareas,thedynamicnatureofdevelopment,theUKinthe21stcenturyandhumanrelianceonkeyresourcesforsurvivalandeconomicgain.

Geographicalskillsandfieldworkstudiesareembeddedthroughoutthecontentensuringlearnersbecomebothadaptableandresilientnomattertheirfuture pathway.

Thelinks,connectionsandideaswithintheeighttopics of Our Natural World 01 and People and Society 02 will be brought together for a Geographical Exploration03.Applicationofknowledge,understandingandskillswillbeimportantinlearnersquestioninganddevelopingarguments,andadecisionmakingexercisewillallowlearnerstobecomecriticalthinkers.

Geographyeducationshouldencouragelearnersto develop a sense of wonder about the world. OCR’s GCSE (9–1) in Geography B (Geography for Enquiring Minds) will excite and engage learners with contemporarytopicscoveringthebreadthofthisdynamicsubject.Itwillhelpcreatealifelongloveofgeography by providing learners with an interest in differentplaces,peopleandenvironments,whilstensuringanappreciationofthegeographyoftheUKin the 21st Century.

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DRAFTThistopicallowslearnerstodevelopanunderstandingofavarietyofhazardsthatimpacthumanlivesbothwithintheUKandworldwide.Learnersinvestigatehowweathercanbehazardous,gainingknowledgeofthemajorprocesseswithintheatmosphereandtheirimpactincreatingextremeweather.Thisiscontextualisedthrough

twocasestudiesofnaturalweatherhazardevents.EarthquakesandvolcaniceruptionsarejustsomeofthedeadlyhazardswefaceonEarth.Notonlytheydotheyimpacthumansbuttheyalsoshapeourland.Anunderstandingoftectonichazardsisdeveloped;exploring the causes, consequences and responses to a tectonic event of choice.

2c. ContentofOurNaturalWorld(J384/01)

Topic 1 – Global Hazards

Thenaturalworldcontainsarichdiversityofdistinctivelandscapesandecosystemswhichareconstantly changing through physical processes and humaninteractions.Thiscomponentgiveslearnersthe opportunity to explore the natural world they live in, to understand why it looks the way it does and

appreciateitsvalue.Itincludesinvestigationofglobalhazardswhichhumansfaceaswellasanexaminationofhowtheclimateischangingandwhatthismeansfortheworldtoday.Learnersstudythedistinctivelandscapesthatsurroundthemandtheecosystemsthat help sustain the life on Earth.

1.1Howcanweatherbehazardous? Scale

a. Why do we have weather extremes?

• Outlineoftheglobalcirculationsystemincludingtheeffectsofhighandlowpressurebeltsincreatingclimaticzones.

G, R

• Theextremesinweatherconditionsassociatedwithwind,temperatureandprecipitationincontrastingcountries.

R

• Thecauses,distributionandfrequencyoftropicalstormsanddrought(associated with El Niño/LaNiña)andwhetherthesehavechangedovertime.

G, R

b. When doesextremeweather becomeahazard?

• Case studies of twocontrastingnaturalweatherhazardeventsarisingfromextremeweatherconditions.Thecasestudiesmustincludeahazardfromeachbulletpointbelow:

flashfloodingortropicalstorms heat wave or drought.Theremustbeone UK based and onenon-UKbasedhazardevent.• Foreachchosenhazardevent,studytheplacespecificcauses,consequencesof

andresponsestothehazard.

N, R, L, F


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1.2.Howdoplatetectonicsshapeourworld?

a. What processes occur at plate boundaries?

• ThestructureoftheEarthandhowitislinkedtotheprocessesofplatetectonicsincludingconvectioncurrents.

G

• Theprocessesthattakeplaceatconstructive,destructive,conservativeandcollision plate boundaries as well as hotspots.

• Howthemovementoftectonicplatescausesearthquakes,includingshallowanddeepfocus,andvolcanoes,includingshieldandcomposite.

b. How can tectonic movementbehazardous?

• A case studyofatectoniceventthathasbeenhazardousforpeople,includingspecificcauses,consequencesofandresponsestotheevent.

N, R, L

c. How does technology have the potentialtosave lives in hazardzones?

• Howtechnologicaldevelopmentscanhaveapositiveimpactonmitigation(suchasbuildingdesign,prediction,earlywarningsystems)inareaspronetoatectonichazardofyourchoice.

R, L


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Topic 2 – Changing Climate

2.1Whatevidenceistheretosuggestclimatechangeisanaturalprocess? Scale

a. What evidence is there forclimatechange?

• ThepatternofclimatechangefromthebeginningoftheQuaternaryperiodto the present day.

G

• Therangeandreliabilityofevidencerelatingtoclimatechangeincludingevidencefromseaicepositions,icecores,globaltemperaturedata,paintingsand diaries.

G, R, N, L

b.Isclimatechange a natural process?

• Outlinethecausesofnaturalclimatechangeincludingthetheoriesofsunspots,volcaniceruptionsandMilankovitchcycles.

G

• Investigatethenaturalgreenhouseeffectandtheimpactsthathumanshaveontheatmosphere,includingtheenhancedgreenhouseeffect.

G

c. Why is climatechange a globalissue?

• Explorearangeofsocial,economicandenvironmentalimpactsofclimatechangeworldwidesuchasthoseresultingfromsealevelriseandextremeweatherevents.Theimpactsstudiedshouldrelatetothe21stCentury.

G, N, L

• Explorearangeofsocial,economicandenvironmentalimpactsofclimatechangewithintheUKsuchastheimpactonweatherpatterns,seasonalchangesandchangesinindustry.Theimpactsstudiedshouldrelatetothe21stcentury.

N, L, F

Climatechangeisoneofthemostcontroversialglobalissues of the 21st century. In this topic learners will analysepatternsofclimatechangefromthestartofthe Quaternary period to the present day, considering the reliability of a range of evidence for the changes.

Learnerswillstudythetheoriesrelatingtonaturalclimatechangeandconsidertheinfluenceofhumansonthegreenhouseeffect.Social,economicandenvironmentalimpactsofclimatechangeatbothlocalandglobalscaleswillbeexamined.


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Topic3–DistinctiveLandscapes

3.1.Whatmakesalandscapedistinctive? Scale

a. What is a landscape?

• Howtheconceptofalandscapecanbedefined,includingthedifferencesbetween built and natural landscapes.

R, L, F

b. Where are the physical landscapes of theUK?

• Overviewofthedistributionofupland,lowlandandglaciatedlandscapes in the UK.

N

• Overviewofthecharacteristicsoftheselandscapeswhichmakethemdistinctiveincludingtheirgeology,climateandhumanactivity.

3.2.WhatinfluencesthelandscapesoftheUK?

a. What physical processes shape coastal landscapes?

• Thegeomorphicprocessesthatareinvolvedinshapingcoastallandscapes,includingweathering,massmovement,erosion,transport,deposition.

• Theformationofcoastallandformsincludingheadlands,bays,cave,arch,stack, beach and spit.

L, F

b. What are the characteristicsof your chosen landscapes?

• Case study of two landscapes in the UK, one coastal landscape and one differentanddistinctivelandscapeofyourchoice (e.g. a river basin or glaciated landscape but excluding a coastal landscape), includingthestudyof:

thelandformscreatedbygeomorphicprocesses thegeomorphicprocessesoperatingatdifferentscalesandhowthey

areinfluencedbygeologyandclimate howhumanactivity,includingmanagement,worksincombination

withgeomorphicprocessestoimpactthelandscape.

R, L, F

TheUKcontainsadiverseanddistinctrangeoflandscapes.Thistopicgiveslearnerstheopportunitytounravelthegeographicalprocessesthatmakethemdistinctive.Adeeperunderstandingofthegeomorphicprocesses that shape coastal landscapes is developed

andconsiderationofthehumaninfluenceonthese.Oneadditionaldistinctivelandscapeistobestudied,giving learners an opportunity to look geographically at either a local landscape or one elsewhere in the UK.


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Topic 4: Sustaining Ecosystems

4.1. Why are natural ecosystems important? Scale

a. What are ecosystems?

• Understandtheconceptofanecosystemasbeingtheinterdependenceofclimate,soil,water,plantsandanimals.

• Outlinetheglobaldistributionofpolarregions,coralreefs,grasslands,temperateforests,tropicalforestsandhotdeserts.

G

• Overviewoftheclimate,floraandfaunawithintheseecosystems. G

4.2.Whyshouldtropicalrainforestsmattertous?

a. What biodiversity exists in the tropical rainforest?

• Thedistinctivecharacteristicsofatropicalrainforestecosystem,includingtheclimate,nutrientcycle,soilprofileandwatercycle,andhowtheseinteractwiththefloraandfauna.

R, L

b. Why are the tropical rainforests being ‘exploited’ and how can this bemanagedsustainably?

• Explorethevalueoftropicalrainforeststhroughthestudyoftheirgoodsandservices.

G, R, N, L

• Humanimpactsinthetropicalrainforestfromactivitiessuchaslogging,mineralextraction,agricultureandtourism.

R, L

• A case studytoillustrateattemptstosustainablymanageanareaoftropicalrainforest,suchasecotourism,communityprogrammes,biospherereservesand sustainable forestry, at a local or regional scale.

R, L

4.3.Istheremoretopolarenvironmentsthanice?

a. What is it like in AntarcticaandtheArctic?

• OutlinethedistinctivecharacteristicsofAntarcticaandtheArctic,includingclimate,featuresofthelandandsea,floraandfauna.

R, L

• Theinterdependenceofclimate,soil,water,plants,animalsandhumanactivityineithertheAntarcticortheArcticpolarregion.

R, L

• ExplorearangeofimpactsofhumanactivityoneithertheAntarcticortheArcticecosystems,suchasscientificresearch,indigenouspeople,tourism,fishing,whalingandmineralexploitation.

R, L

b. How are humansseeking a sustainable solutionforpolar environ-ments?

• Examineonesmall-scaleexampleofsustainablemanagementineithertheAntarcticortheArcticsuchassustainabletourism,conservationandwhaling.

• ExamineoneglobalexampleofsustainablemanagementineithertheAntarcticortheArcticbyinvestigatingglobalactionssuchasEarthSummitsortheAntarcticTreaty.

G, R, L

LifeonEarthissupportedbyglobalecosystemsandthelinkbetweenhumanwellbeingandecosystemwellbeingisvital.ThistopicseekstoexplorethedistributionandcharacteristicsoftheEarth’secologicalwonders.Learnersinvestigatethetwocontrastingecosystemsoftropicalrainforestsand

polarenvironments,exploringphysicalcyclesandprocessesthatmaketheseecosystemsdistinctive,the threats posed to their existence and how humansareattemptingtomanagethemforamoresustainable future.


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DRAFT5.1Whydomorethanhalftheworld’spopulationliveincities? Scale

a. How is the global patternofurbanisationchanging?

• Howurbangrowthratesvaryinpartsoftheworldwithcontrastinglevelsofdevelopment.

G

• Outlinecharacteristicsofworldcitiesandmegacitiesandtheirchangingdistributionsince1950.

G

b. What does rapid urbanisationmeanforcities?

• UnderstandthecausesofrapidurbanisationinLIDCs,includingthepushandpullfactorsofrural-urbanmigrationandinternalgrowth.

G, R, N, L

• InvestigatetheconsequencesofrapidurbangrowthinLIDCs. N, L

2c. ContentofPeopleandSociety(J384/02)

Thiscomponentinvestigatespatternsandprocessesthatshapethehumanplanet.Itexplorestheconnectionsbetweenpeopleandplaces,questioninghowthesemaychangeovertimeandspace.Thecomponentexaminesthesocial,cultural,politicalandeconomicforcesthatmakeplacesunique.It

identifiesurbantrends,howpeopleliveincitiesandwhatthefutureholds.Thiscomponentprovidestheopportunitytostudythecausesofdevelopmentinequalities,theUK’ssignificanceinthe21stcenturyandoneofthebiggestthreatstohumansociety–ourattemptstofeedanever-increasingglobalpopulation.

Topic5–UrbanFutures

Never before has the landscape of the planet looked moreurban.Citiesaregrowingatunprecedentedrates.Thistopicseekstoexplorewhy,andconsiderhowtheglobalpatternofurbanisationischanging.Urbanchallengesandopportunitiesarevariedanduniqueandlearnerswillexaminethesethroughstudyingtwocities,onefromanadvancedcountry

(AC)andonefromeitheranemerginganddevelopingcountry(EDC)oralow-incomedevelopingcountry(LIDC).Withineachcity,contrastingwaysoflife,geographicalprocesses,problemsandsolutionswillbestudiedinordertogainaholisticunderstandingofwhatmakesuptheurbanfabricofeachplace.


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5.2Whatarethechallengesandopportunitiesforcitiestoday?Thisenquiryquestionisstudiedthroughcase studies of one city in an AC and one city in an LIDC or EDC to answersub-questionsaandb.

a. What is life like for people inacity?

• Thecity’slocationandimportancewithinitsregion,thecountry,andthewiderworld.

• Patternsofnationalandinternationalmigrationandhowthisischangingthegrowth and character of the city.

• Explorethewaysoflifeinthecity,suchasculture,ethnicity,housing,leisureandconsumption.

• InvestigatethecontemporarychallengesthataffectlifeintheACcity,suchashousing availability, transport provision, access to services and inequality.

• InvestigatethecontemporarychallengesthataffectlifeintheLIDCorEDCcity,suchassquattersettlements,informalsectorjobs,healthorwastedisposal.

G, R, N, L, F

b. How cancitiesbecomemoresustainable?

• Foreach cityinvestigateone initiativetomakeitmoresustainable,suchasuseofbrownfieldsites,wasterecyclingandtransportimprovements.

L, F


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Topic6–DynamicDevelopment

6.1 Why are some countries richer than others? Scale

a. What is developmentand how can it be measured?

• Definitionof‘development’andthewaysinwhichcountriescanbeclassified,such as AC, EDC and LIDC.

• GlobaldistributionofACs,EDCsandLIDCs. G

• Economicandsocialmeasuresofdevelopment,suchasGNIpercapitaandHumanDevelopmentIndex,andhowtheyillustratetheconsequencesofunevendevelopment.

b. What has led to uneven devel-opment?

• Outlinethehumanandphysicalfactorsinfluencingglobalunevendevelopment.

G

• Explorethefactorsthatmakeithardforcountriestobreakoutofpoverty,includingdebt,tradeandpoliticalunrest.

G, N

6.2AreLIDCslikelytostaypoor?Thisenquiryquestionisstudiedthroughone case study ofanLIDCtoanswersub-questionsa,bandc.

a. How has an LIDC developed so far?

• OverviewoftheeconomicdevelopmentofanLIDC,includinginfluencesofpopulation,society,technologyandpolitics,particularlyinthepast50years,orpost-independence.

N

• ExplorewhetherRostow’smodelcanhelpdeterminethecountry’spathofeconomicdevelopment.

N

• TheextenttowhichtherelevantMillenniumDevelopmentGoalshavebeenachieved for this LIDC.

N

• InvestigatehowtheLIDC’swiderpolitical,socialandenvironmentalcontexthasaffecteditsdevelopment.

G, R, N

b. What global connectionsinfluenceits devel-opment?

• Thecountry’sinternationaltrade,suchaspotentialrelianceonasingle,orfew,commoditiesandhowthisinfluencesdevelopment.

G, N

• ThebenefitsandproblemsoftradeandTransNationalCompany(TNC)investmentfordevelopment.

G, N

• Theadvantagesanddisadvantagesofinternationalaidordebtreliefforitsdevelopment.

G, N

c. What developmentstrategy ismostappropriate?

• Comparetheadvantagesanddisadvantagesofone top-down and one bottom-upstrategyinthecountry.

N, L

We live in an unequal world, where the gap between prosperityandpovertyiswidening.Thistopicasks learners to consider the changing nature and distributionofcountriesalongthedevelopmentspectrumbeforeexaminingthecomplexcausesof

unevendevelopment.ThefutureforLIDCsisuncertainandwillbeinvestigatedthroughanin-depthstudyofonecountry,consideringitsdevelopmentjourneysofar,howitsglobalconnectionsmayinfluencethefutureandpossiblealternativedevelopmentstrategies.


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Topic7–UKinthe21stCentury

7.1HowistheUKchanginginthe21stcentury? Scale

a. What does the UK look like in the 21stcentury?

• OverviewofhumanandphysicalgeographicalcharacteristicsoftheUK,includingpopulationdensity,landuse,rainfallandrelief,andsignificantissuesassociatedwiththesecharacteristics,includingwaterstressandhousing shortages.

N

b. How is the UK’s populationchanging?

• OverviewofpopulationtrendsintheUKsince2001,usingpopulationpyramidsandmigrationstatistics,todetermineitspositionontheDemographicTransitionModel.

N

• Anunderstandingofthecauses,effects,spatialdistributionandresponsestoanageingpopulation.

N, R

• AsummaryofthehowthepopulationstructureandethnicdiversityofanamedplaceoftheUKhaschangedsince2001.

R, L

c. How is the UKeconomychanging?

• IdentifymajoreconomicchangesintheUKsince2001byexaminingchangesinthejobmarketincludingpoliticalpriorities,changingemploymentsectorsand working hours.

N, R, L

• InvestigatethepatternofcoreUKeconomichubs. N, F

• Identifythechangesinone economichubanditssignificancetoitsregionand the UK.

N, R, L, F

7.2IstheUKlosingitsglobalsignificance?

a. What is the UK’spoliticalrole in the world?

• ExaminetheUK’spoliticalroleinoneglobalconflictthroughitsparticipationininternationalorganisations.

G, N

b. How is the UK’s cultural influencechanging?

• ExploretheUK’smediaexportsandtheirglobalinfluenceincludingtelevisionprogrammesandfilm.

• ThecontributionofethnicgroupstotheculturallifeoftheUKthrough one of food,mediaorfashion.

G, N

Adiverserangeofcultures,identitiesandeconomiesmakeupthepatchworkoftheUK.Thistopicposesquestionsaboutthechangingnatureofpeople’slives and work in the UK in the 21st century. It asks learnerstoconsidersomeofthedriversforthis

change.Asneweconomicsuperpowersemerge,questionshavebeenposedabouttheglobalsignificanceoftheUK.ThiswillbeinvestigatedthroughastudyoftheUK’spoliticalandculturalconnectionswiththerestoftheworld.


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DRAFT

Topic 8: Resource Reliance

8.1Willwerunoutofnaturalresources? Scale

a. How has increasing demandforresources affectedourplanet?

• Outlinethefactorsleadingtodemandoutstrippingsupplyoffood,energyand water.

G

• Overviewofhowenvironmentsandecosystemsareusedandmodifiedbyhumansthrough:

mechanisationoffarmingandcommercialfishingtoprovidefood deforestationandminingtoprovideenergy reservoirsandwatertransferschemestoprovidewater.

G, N

8.2Canwefeedninebillionpeopleby2050?

a. What does itmeantobefoodsecure?

• Understandtheterm‘foodsecurity’andthehumanandphysicalfactorswhichinfluencethis.

• Howworldpatternsofaccesstofoodareillustrated,suchastheworldhungerindexandaveragedailycalorieconsumption.

G

• InvestigatethedifferencesbetweenMalthusianandBoserupiantheoriesabouttherelationshipbetweenpopulationandfoodsupply.

G

b. How can countries ensure their foodsecurity?

Case studyofattemptstoachievefoodsecurityin onecountrytoinclude:• Investigationofstatisticsrelatingtofoodconsumptionandavailabilityover

time.• Thesuccessofoneattemptinhelpingachievefoodsecurityatalocalscale

suchasfoodbanks,urbangardensandallotments.• Theeffectivenessofone past and one presentattempttoachievefoodsecurity

atanationalscalesuchasglobalfoodtrade,GMcrops,‘TheGreenRevolution’andfoodproductionmethods.

G, R, N, L

c. How sustainable are these strategies?

Exploretheenvironmental,economicandsocialsustainabilityofattemptstoachievefoodsecurity,inrelationto:• ethicalconsumerism,suchasfairlytradedgoodsandfoodwaste• foodproduction,suchasorganicmethodsandintensivefarming• technologicaldevelopments,suchasGMcropsandhydroponics• smallscale‘bottomup’approaches,suchasurbangardensandpermaculture.

N, L

Supplies of food, energy and water are three of the mostchallengingissuestheworldfaces.Significantnumbersofpeopleareresourcepoor,whilstothersconsumemorethantheirfairshare.Thistopicinvestigatesemergingpatterns,wheredemandisoutstripping supply, before taking the issue of food

securityandconsideringthequestion‘canwefeedninebillionpeople?’Learnerswillinvestigatewhatitmeanstobefoodsecure,howcountriestrytoachievethisandreflectuponthesustainabilityofstrategiestoincrease food security.


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DRAFT

2c. ContentofGeographicalExploration(J384/03)

TheassessmentofthiscomponentwillbefullysynopticinnatureandwilldrawonboththeOur Natural World 01 and People and Society 02 components.Althoughthereisnospecificcontentprescribedwithintheassessmentofthiscomponent,itisanticipatedthatcontentfromarangeoftopics

within both the Our Natural World 01 and People andSociety02componentswillbeapplied,asappropriate,inrelationtoaspecificunseencountrycontext.Thesynopticnatureofbringingtogetherideasfromdifferenttopicswillallowlearnersto‘thinklike a geographer’.

2d. GeographicalSkillsincludingFieldwork

Geographicalskillsarefundamentaltothestudyandpracticeofgeography.Theyareintegratedintoallaspectsofthesubject.Theskillslistedonthefollowing pages provide a basis for further study and researchacrossarangeofsubjectsaswellasbeingcore skills for the world of work. Learning these skills inthecontextofthespecificationcoveringtheeighttopicsfromcomponents(01)and(02)willstimulatelearners to ‘think geographically’. It will also provide

themwithopportunitiestoapplytheskillsinawiderangeofcurriculumorlearningcontexts.

Learners will be able to apply the skills listed onthefollowingpageinfamiliarandnovelcontexts.Teachingandlearningshouldembedandcontextualise the listed geographical skills into the content of Our Natural World (01) and People and Society (02).


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DRAFT

9. Geographical Skills

9.1 With respect to cartographic skills, learners shouldbeableto:

1. Selectandconstructmaps,usingappropriatescalesandannotations,topresentinformation.

2. Interpretcrosssectionsandtransects. 3. Use and understand coordinates, scale and

distance. 4. Extract, interpret, and analyse and evaluate

information. 5. Use and understand gradient, contour and

spotheight(onOSandotherisolinemaps). 6. Describe,interpretandanalysegeo-spatial

datapresentedinaGISframework.

9.2 With respect to graphical skills, learners should beableto:

1. Select and construct appropriate graphs and charts, using appropriate scales and annotationstopresentinformation.

2. Effectivelypresentandcommunicatedatathrough graphs and charts.

3. Extract, interpret, analyse and evaluate information.

Maps to be studied: Graphs and charts to be studied:

Atlasmaps Bargraphs(horizontal,verticalanddivided)

OSmaps(1:50000and1:25000scales) Histograms(withequalclassinterval)

Basemaps Line graphs

Choroplethmaps Scattergraphs(includingbestfitline)

Isolinemaps Dispersion graphs

Flowlinemaps Pie charts

Desire-linemaps Climategraphs

Sphereofinfluencemaps Proportionalsymbols

Thematicmaps Pictograms

Routemaps Cross-sections

Sketchmaps Populationpyramids

Radial graphs

Rose charts


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DRAFT

9.3 With respect to numerical and statisticalskills,learnersshouldbeableto: 1. Demonstrateanunderstandingofnumber,areaandscale. 2. Demonstrateanunderstandingofthequantitativerelationshipsbetweenunits. 3. Understandandcorrectlyuseproportion,ratio,magnitudeandfrequency. 4. Useappropriatemeasuresofcentraltendency,spreadandcumulativefrequencyincluding,median,

mean,range,quartilesandinter-quartilerange,modeandmodalclass. 5. Calculateandunderstandpercentages(increaseanddecrease)andpercentiles. 6. Designfieldworkdatacollectionsheetsandcollectdatawithanunderstandingofaccuracy,sample

sizeandprocedures,controlgroupsandreliability. 7. Interpret tables of data. 8. Describerelationshipsinbivariatedata. 9. Sketchtrendlinesthroughscatterplots. 10.Drawestimatedlinesofbestfit. 11. Makepredictions;interpolateandextrapolatetrendsfromdata. 12.Beabletoidentifyweaknessesinstatisticalpresentationsofdata. 13.Drawandjustifyconclusionsfromnumericalandstatisticaldata.

9.4 With respect to formulatingenquiryandargument,learnersshouldbeableto: 1. Deconstruct,interpret,analyseandevaluatevisualimagesincludingphotographs,cartoons,pictures

anddiagrams. 2. Analysewrittenarticlesfromavarietyofsourcesforunderstanding,interpretationandrecognition

of bias. 3. Suggestimprovementsto,issueswithorreasonsforusingmaps,graphs,statisticaltechniques andvisualsources,suchasphotographsanddiagrams.


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DRAFT

FieldworkskillsGeographical fieldworkmaybedefinedastheexperienceofunderstandingandapplyingspecificgeographical knowledge, understanding and skills toaparticularandrealout-of-classroomcontext.Inundertakingfieldwork,learnerspractisearangeofskills, gain new geographical insights and begin to appreciatedifferentperspectivesontheworldaroundthem.Fieldworkadds‘geographicalvalue’tostudy,allowing learners to ‘anchor’ their studies within a realworldcontext.Fieldworkmustbeundertaken:

• outsidetheclassroomandbeyondtheschool grounds

• onatleasttwo occasions

• incontrastinglocations

• includeboth physical and human geographical contexts.

Thevalueoffieldworkgoesbeyondtheaimofcollectingprimarydata.Theunderstandinggeneratedfromexperiencinggeographicalconcepts,processesandissuesintherealworldcanbeilluminatingforlearners.Theinvestigativeprocessgoesbeyonddatacollection,withotherkeyaspectsincludingthepresentationandanalysisofresults,drawingconclusionsandcriticallyreflectingontheprocess.

Thefollowingareasoffieldworkwillbeassessed,throughbothlearners’ownexperiencesoffieldworkandunfamiliarcontexts:

i. Questionssuitableforinvestigationthroughfieldworkandanunderstandingofthegeographical enquiry processes appropriate toinvestigatethese.

ii. Understanding of the range of techniques andmethodsusedinfieldwork,includingobservationanddifferentkindsofmeasurement.

iii. Processingandpresentingfieldworkdatain variouswaysincludingmaps,graphsand diagrams.

iv. Analysing and explaining data collected inthefieldusingknowledgeofrelevantgeographical case studies and theories.

v. Drawing evidenced conclusions and summariesfromfieldworktranscriptsand data.

vi. Reflectingcriticallyonfieldworkdata, methodsused,conclusionsdrawnand knowledge gained.

Theassessmentoffieldworkwilltakeplacewithinboth of the Our Natural World (01) and the People andSociety(02)components,wheretherewillbeasectionfortheassessmentofidentifiedareasoffieldworkbothinrelationtothelearners’ownexperiencesoffieldworkandunfamiliarcontextsasabove.


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DRAFT

CentresmustprovideawrittenstatementtoOCRdetailing at least two occasions where learners have beengiventheopportunitytocarryoutfieldwork.Theseopportunitiesmustincludetheexplorationofbothphysicalandhumanprocessesandthetwoopportunitiesshouldbefortwocontrastingenvironments.

Centresmustprovidefieldworkopportunitiesfortheirlearners.Thisdoesnotgosofarastoobligecentres to ensure that all of their learners take part in thefieldwork.Thereisalwaysariskthatanindividuallearnermaymissthearrangedfieldwork,forexamplebecause of illness. It could be costly for the school to runadditionalfieldworkopportunitiesforthelearner.However,theopportunitytotakepartinfieldworkmustbegiventoalllearners.Learnerswhodonottakeuptheopportunitymaybedisadvantaged,astherewillbequestionsonfieldworkintheGCSEGeography B (Geography for Enquiring Minds) assessment.

ThewrittenstatementshouldbesubmittedtoOCRcontainingthefollowinginformationinrespectofeachofthefieldworkopportunities:

• thedateonwhichitwasprovided

• thelocationatwhichitwasprovided

• theenvironmenttowhichitrelated

• numbersoflearnerswhoparticipated

• themainissues/questionsinvestigated duringthefieldworkopportunities

• therelationshipofthefieldwork opportunitiestothespecificationcontent.

Centresmustprovidethefieldworkstatementby15Mayintheyearthelearnercertificates.AnyfailurebyacentretoprovideafieldworkstatementtoOCRinatimelymannerwillbetreatedasmalpracticeand/ormaladministration(underGeneralConditionA8(Malpractice and maladministration)).

FieldworkWrittenStatement

2e. Priorknowledge,learningandprogression

Learners in England who are beginning a GCSE (9–1) course are likely to have followed a Key Stage 3programmeofstudy.Nopriorknowledgeofthissubjectisrequired.

Therearenopriorqualificationsrequiredinorderfor learners to enter for a GCSE (9–1) in Geography B (Geography for Enquiring Minds), nor is any prior knowledge or understanding required for entry onto this course.

GCSEsarequalificationsthatenablelearnerstoprogresstofurtherqualificationseithervocationalorgeneral. Thisqualificationprovidestheidealfoundationforlearners to progress to OCR AS or A Level Geography.

Findoutmoreatwww.ocr.org.uk


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DRAFT

3a. Formsofassessment

ForOCR’sGCSE(9–1)inGeographyB(GeographyforEnquiringMinds)learnersmusttakeallcomponents.

3 Assessment of GCSE (9–1) in Geography B (Geography for Enquiring Minds)

GCSE (9–1) in Geography B (Geography for Enquiring Minds) (J384)

(Component 01) Our Natural World

35% of the GCSE (9–1)1hour15minutesWrittenpaper70marks*

Thisquestionpaperhastwosections:• SectionA:Questionsonallindividualtopicareas(GlobalHazards,

ChangingClimate,DistinctiveLandscapesandSustainingEcosystems)• SectionB:PhysicalGeographyFieldwork.Therewillbequestionsonall themes.Learners answer allquestions.AseparateResourceBookletisprovidedwiththequestionpaper.Theunitisexternallyassessed.Marks associated with geographical skills will be assessed within this component.*Therewillbe3marksforSPaGincludedinthemarksforthiscomponent.

(Component 02) People and Society


Thisquestionpaperhastwosections:• SectionA:Questionsonallindividualtopicareas(UrbanFutures,Dynamic

Development,UKinthe21stCenturyandResourceReliance)• SectionB:HumanGeographyFieldwork.Therewillbequestionson all themes.Learners answer allquestions.AseparateResourceBookletisprovidedwiththequestionpaper.Theunitisexternallyassessed.Marksassociatedwithgeographicalskillswillbeassessedwithinthiscomponent.*Therewillbe3marksforSPaGincludedinthemarksforthiscomponent.

(Component03)GeographicalExploration


ThisquestionpaperhasaseriesofquestionsfocusingonsynopticassessmentofmaterialfromarangeoftopicsacrossbothOurNaturalWorld(01)andPeopleandSociety(02)andwillfeatureadecision-makingexercise.Learners answer all questions.AseparateResourceBookletisprovidedwiththequestionpaper.Theunitisexternallyassessed.Marksassociatedwithgeographicalskillswillbeassessedwithinthiscomponent.*Therewillbe3marksforSPaGincludedinthemarksforthiscomponent.


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DRAFT

Withinthequestionpapersforeachofthethreecomponentstherewillbeacombinationofshortanswerquestionswhichcarryalowtariff,mediumlengthquestionsof6marksandhighertariffextendedresponsequestions(maximumof12marksplusSPaG).

Theassessmentofgeographicalskillswillbeintegratedintoallthreeassessments.Skillsquestionsthroughoutthecomponentswillbebasedongeographicalscenarioswithunseenresources.Thescenariosinwhichskillsaresetinmayormaynotbedirectly linked to at least one of the eight topics.

Aminimumof10%oftheoverallassessmentmarksacrossthethreecomponentsaretargetedattheuseofmathematicsandstatisticsingeography(pleaseseesection5d).

Thereisnooptionalitywithinthecontentorassessmentandsolearnerswillberequiredtodevelopanunderstandingoftheentirecontentacrossallcomponentsandtheirconstituentthemes.

3b. Assessmentobjectives(AO)

TherearefourassessmentobjectivesinOCRGCSE(9–1)inGeographyB(GeographyforEnquiringMinds)andthese are detailed in the table below.

Learnersareexpectedtodemonstratetheirabilityto:

AssessmentObjective

AO1Demonstrateknowledgeoflocations,places,processes,environmentsanddifferentscales.

AO2

Demonstrategeographicalunderstandingof:• Conceptsandhowtheyareusedinrelationtoplaces,environments

and processes.• Theinter-relationshipbetweenplaces,environmentsandprocesses

AO3Apply knowledge and understanding to interpret, analyse and evaluate geographicalinformationandissuesandtomakejudgements.

AO4Select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissuesandcommunicatefindings.

Pleaseseesection5fintheAppendicesofthisSpecificationfordetailedOfqualguidanceonthebreakdownoftheassessmentobjectivesforGCSE(9–1)inGeographyB(GeographyforEnquiringMinds).


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DRAFT

Therelationshipbetweentheassessmentobjectivesandthecomponentsareshowninthefollowingtable:

AOweightingsinOCRGCSE(9–1)GeographyB(GeographyforEnquiringMinds)

Component

%ofoverallGCSE(9–1)inGeographyB (Geography for Enquiring Minds) (J384)

AO1 AO2 AO3 AO4

OurNaturalWorld(J384/01) 7.5 9 10 9

PeopleandSociety(J384/02) 7.5 9 10 9

GeographicalExploration(J384/03) 0 7 15 7

Total 15 25 35 25

Theremaining5%ofmarksareassociatedtoSpelling,PunctuationandGrammar(pleaseseesection3f).Therewillbe3marksassociatedtoSPaGineachofthethreecomponents’assessments.

Withintheassessments,10%ofthemarkswillbeassessingAO3appliedinfieldworkcontext(s)and5%ofthemarkswillbeassociatedwithAO4appliedtorespondingtoquestionswithfieldworkdataandcontexts.

3c. Assessmentavailability

TherewillbeoneexaminationseriesavailableeachyearinMay/Junetoalllearners.

ThisspecificationwillbecertificatedfromtheJune

2018examinationseriesonwards.

Allexaminedcomponentsmustbetakeninthesameexaminationseriesattheendofthecourse.

3d. Retakingthequalification

Learnerscanretakethequalificationasmanytimesastheywish.Theyretakeallcomponentsofthequalification.


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DRAFT

Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheir ability to construct and develop a sustained and

coherentlineofreasoningandmarksforextendedresponsesareintegratedintothemarkingcriteria.

3e. Assessment of extended response

Synopticassessmentisthelearner’sunderstandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingwithindifferentparts of the GCSE (9–1) course.

Theemphasisofsynopticassessmentistoencouragethe understanding of Geography B (Geography for Enquiring Minds) as a discipline.

TheassessmentmodelhasbeendesignedsothatopportunitiesforsynopticassessmentareintegratedintotheGeographicalExploration(03)component.

AsthecontentoftheGeographicalExploration(03)componentcomesfromcomponents(01)and(02),this should allow learners a natural route to developingsynopticskills.

3g. Synopticassessment

Alearner’soverallqualificationgradeforGCSE(9–1)Level in Geography B (Geography for Enquiring Minds) willbecalculatedbyaddingtogethertheirmarksfromthethreecomponentstakentogivetheirtotalweightedmark.Thismarkwillthenbecompared

tothequalificationlevelgradeboundariesfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.

3h. Calculatingqualificationresults

Inthespecificationasawhole,5percentofthemarkswill be used to credit the accuracy of the learners’ spelling,punctuationandgrammar(SPaG)andtheiruseofspecialistterminology.

SPaGwillbeassessedwithinanumberofindividualtasksratherthanholistically.

Therewillbe3marksavailableforSPaGwithineachcomponent.ThetasksinwhichSPaGisassessedwillbe extended responses and will be clearly indicated on assessmentmaterials.

SPaGmarkschemescanbefoundatthebackofthemarkschemesfortheseassessmentmaterials.

TheexamboardsandOfqualareworkingtogethertodeterminethemarkingexpectationsforspelling,punctuationandgrammar(SPaG)whichwillapplytoallspecificationsinHistory,GeographyandReligiousStudies.Theagreedwordingwillbeincludedinthemarkschemesforaccreditedsampleassessmentmaterials.

3f. Spelling,punctuationandgrammar


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4 Admin:Whatyouneedtoknow

Theinformationinthissectionisdesignedtogiveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.

Moreinformationabouttheseprocesses,togetherwith the deadlines, can be found in the OCR Admin Guide and Entry Codes: 14–19 Qualifications, which canbedownloadedfromtheOCRwebsite: www.ocr.org.uk

4a. Pre-assessment

Estimatedentries

Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries

shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentrein any way.

Finalentries

Final entries provide OCR with detailed data for eachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,considering the relevant entry rules.

FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.

AlllearnerstakingaGCSE(9–1)inGeographyB(GeographyforEnquiringMinds)mustbeenteredforJ384.

Entry code Title Component code Componenttitle Assessment type

J384Geography B

(Geography for Enquiring Minds)

01 Our Natural WorldExternal

Assessment

02 People and SocietyExternal

Assessment

03Geographical Exploration

External Assessment


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DRAFT

4b. Specialconsideration

Specialconsiderationisapost-assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.

DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQ A guide to the special consideration process.

4c. External assessment arrangements

RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.


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DRAFT

4d. Resultsandcertificates

Grade Scale

Results

Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.

Centres will have access to the following results informationforeachlearner:

• Thegradeforthequalification.

• Therawmarkforeachcomponent.

• Thetotalweightedmarkforthequalification.

Thefollowingsupportinginformationwillbeavailable:

• Rawmarkgradeboundariesforeachcomponent.

• Weightedmarkgradeboundariesforthequalification.

Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.

Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel1/2GCSE(9–1)inGeographyB (Geography for Enquiring Minds)’.

GCSE(9–1)qualificationsaregradedonthescale:9–1,where9isthehighest.Learnerswhofailtoreachtheminimumstandardof1willbeUnclassified(U).Onlysubjectsinwhichgrades9to1areattainedwillberecordedoncertificates.

4e. Post-resultsservices

Anumberofpost-resultsservicesareavailable:

• Enquiries about results – If you are not happy withtheoutcomeofalearner’sresults,centresmaysubmitanenquiryaboutresults.

• Missing and incomplete results–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.

• Access to scripts – Centres can request access tomarkedscripts.


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DRAFT

4f. Malpractice

Anybreachoftheregulationsfortheconductofexaminationsmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCRassoonasitisdetected.Detailedinformationonmalpracticecan be found in the JCQ Suspected Malpractice in Examinations and Assessments: Policies and Procedures.


DRAFT 5

5d. Useofmathematicsandstatisticsingeographyrequirement

5 Appendices

5a. Grade descriptors

Ofqualtoconfirm.

5b. Overlapwithotherqualifications

ThereisalargedegreeofoverlapbetweenthecontentofthisspecificationandthatofGCSE(9–1)levelQualificationinGeographyA(GeographicalThemes).

5c. Accessibility

Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibilityforaccessarrangementscanbefoundin the JCQ Access Arrangements and Reasonable Adjustments.

TheGCSE(9–1)qualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcould disadvantage learners who share a protected CharacteristicasdefinedbytheEqualityAct2010.Allreasonablestepshavebeentakentominimiseanysuch disadvantage.

Thelistbelowoutlinestherangeandextentofmathematicalandstatisticaltechniquesconsideredappropriate to GCSE (9–1) Geography B (Geography forEnquiringMinds).Examplesinitalicsaretoaid understanding and suggest range, and are not compulsoryunlessstatedsowithinthespecificationcontent.

Cartographic skills

• Useandunderstandgradient,contourandspotheightonOSmapsandotherisolinemaps(e.g. weather charts, ocean bathymetric charts).

• Interpretcrosssectionsandtransects.

• Useandunderstandcoordinates,scaleanddistance.

• Describeandinterpretgeo-spatialdatapresentedinaGISframework(e.g. analysis of flood hazard using the interactive maps on the Environment Agency website).

Graphical skills

• Selectandconstructappropriategraphsandcharts to present data, using appropriate scales andincludingbarcharts,piecharts,pictograms,linecharts,histogramswithequalclassintervals.

• Interpretandextractinformationfromdifferenttypes of graphs and charts including any of the above and others relevant to the topic (e.g. triangular graphs, radial graphs, wind rose diagrams, proportional symbols).

• Interpretpopulationpyramids,choroplethmapsandflow-linemaps.


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Numerical skills

• Demonstrateanunderstandingofnumber,areaandscaleandthequantitativerelationshipsbetween units.

• Designfieldworkdatacollectionsheetsandcollect data with an understanding of accuracy, samplesizeandprocedures,controlgroupsandreliability.

• Understandandcorrectlyuseproportionandratio,magnitudeandfrequency(e.g. 1:200 flood; and logarithmic scales such as the Richter scale, in orders of magnitude.)

• Drawinformedconclusionsfromnumericaldata.

Statisticalskills

• Useappropriatemeasuresofcentraltendency,spreadandcumulativefrequency(e.g. median, mean, range, quartiles and inter-quartile range, mode and modal class).

• Calculatepercentageincreaseordecreaseand understandtheuseofpercentiles.

• Describerelationshipsinbivariatedata:sketch trendlinesthroughscatterplots;draw estimatedlinesofbestfit;makepredictions; interpolate and extrapolate trends.

• Beabletoidentifyweaknessesinselective statisticalpresentationofdata.


5DRAFT

Advancedcountries(AC) Countrieswhichshareanumberofimportanteconomicdevelopmentcharacteristicsincludingwell-developedfinancialmarkets,highdegreesoffinancialintermediationanddiversifiedeconomicstructureswithrapidlygrowingservicesectors.‘ACs’areasclassifiedbytheIMF.

Emerginganddevelopingcountries (EDC)

CountrieswhichneithersharealltheeconomicdevelopmentcharacteristicsrequiredtobeadvancedorareeligibleforthePovertyReductionandGrowthTrust.‘EDCs’areasclassifiedbytheIMF.

Low-incomedevelopingcountries(LIDC)

CountrieswhichareeligibleforthePovertyReductionandGrowthTrust(PRGT)fromtheIMF.‘LIDCs’areasclassifiedbytheIMF.

GeographicalInformationSystem(GIS)

Adigitalsystemforcapturing,storing,checkinganddisplayingdatarelatedtopositionsontheEarth’ssurface.GIScanshowmanydifferentkindsofdataononemap,suchasstreets,buildings,andvegetation.Theseadditionallayersenablepeopletomoreeasilysee,analyseandunderstandpatternsandrelationships.

Localscale Alocalscalecanbeeitherlocaltothelearneroranothersmall-scalelocation.

Regional scale Aregionisanareaoflandthathascommonfeatures.Thesefeaturescanbeartificialsuchasdialect,language,religion,industryoradministrativeboundaries.Featurescanalsobenaturalsuchasclimateorlandscape.

Economic Hub Aplacethatisconsideredtobeafocalpointfortheeconomyofitsarea.Thiscouldbeaparticularpartofacity(e.g.London’sfinancialdistrict),atownorcity(e.g.Manchester)oraregion(e.g.SiliconFen,Cambridge).

Outline Ageneraldescriptionindicatingtheessentialfeatures.

Summary An account of the key points.

Consider Lookattentivelyat.

Examine Inspect thoroughly.

Investigate Searchorexaminationintotheparticularsof.

Explore Detailed inquiry into.

5e. Glossaryoftermsfromthespecificationcontent


5

DRAFTAO3:Applyknowledgeandunderstandingtointerpret,analyseandevaluategeographicalinformation andissuestomakejudgements 35% (10% applied to fieldwork context(s))

Interpretationsanddefinitions

• Interpretmeansdescribingandascribingmeaning.

• Analysemeansdeconstructinginformationand/orissuestofindconnectionsandprovidelogicalchain(s)of reasoning.

• Evaluatemeansappraisingand/orsynthesisinginformationand/orissues.

• Judgementsmeancomingtodecisionsand/orconclusionsbasedonevidence.

• Theemphasishereisonapplication–thisshouldinclude(foreachsetofassessments):

novelsituationsthatarenotclearlyindicatedinthespecification

developingfurthermaterialthatiscoveredinthespecification

makinglinksbetweensuchtypesofmaterial,whicharenotsignalledinthespecification.

5f. Ofqualguidanceonassessmentobjectives

AO1:Demonstrateknowledgeoflocations,places,processes,environmentsanddifferentscales

15%


• Locations,places,processesandenvironmentsareaspectsofsubjectcontent.

• Scales relatetolocations,places,processesandenvironments.Thereisnotaspecificdefinedsetofscales,buttheyshouldrange,asappropriate,fromlocaltoglobalineachsetofassessments.

• Wedonotexpecteverysetofassessmentstocovereachaspectofsubjectcontentacrossallscales, oreveryaspectofsubjectcontentatthesamescales.

AO2: Demonstrate geographical understanding of:

• Conceptsandhowtheyareusedinrelationtoplaces,environmentsandprocesses

• Theinter-relationshipbetweenplaces,environmentsandprocesses

25%


• Places,environmentsandprocessesareaspectsofsubjectcontent.

• Theemphasishereisonlearners’understanding.TheapplicationofthatunderstandingisaddressedbyAO3.


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AO4:Select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissues andcommunicatefindings 25% (5% used to respond to fieldwork data and context(s))


• Skill and techniquesareaspectsofsubjectcontent.Awardingorganisationsshouldexplaintheirapproachtotargetingthemintheirassessmentstrategy.

• Questionsaregeographicalmattersrequiringresolutionordiscussion.

• Issuesmeantopicsaboutwhichtherecanbedebateordiscussion.

• Theemphasisinthisassessmentobjectiveshouldbeontheuseofskillsandtechniques–andtheweightingofelement1cshouldreflectthisemphasis.

• Element1dshouldbeassessedincombinationwithoneormoreoftheotherelements.

• Therearedifferentwaysinwhichfindingscanbecommunicated.Thismayincludewrittenresponses or data responses.

• Wedonotexpectindividualtasks/questionstocoveravarietyofskillsandtechniques.

• Wedonotexpectindividualtasks/questionstocoverbothquestionsandissues.

DRAFT


DRAFT

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