edexcel igcse 2009 - qualifications.pearson.com · • it adds an international dimension to the...
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Edexcel, a Pearson company, is the UK's largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide.
We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which help to raise attainment.
Acknowledgements
This specification has been produced by Edexcel on the basis of consultation with teachers, examiners, consultants and other interested parties. Edexcel would like to thank all those who contributed their time and expertise to its development.
References to third-party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Roger Beard Prepared by Sarah Harrison
All the material in this publication is copyright © Edexcel Limited 2008
Introduction
The Edexcel International General Certificate of Education (IGCSE) in Geography is designed for use in schools and colleges. It is part of a suite of IGCSE qualifications offered by Edexcel.
Key subject aims
The Edexcel IGCSE in Geography enables students to:
• actively engage in the process of geography to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds
• develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world
• develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from a local to global
• appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures
• understand the significance of values and attitudes to the development and resolution of issues
• develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive
• develop and apply their learning to the real world through fieldwork and other out-of-classroom learning
• use geographical skills, appropriate technologies, enquiry and analysis.
About this specification
Key features and benefits of the specification
Key features and benefits are:
• it adds an international dimension to the study of geography
• it encourages out-of-classroom activities to underpin knowledge and understanding of geography
• the assessment is through one external examination
• it provides a solid basis for progression to GCE AS and Advanced qualifications in Geography, or equivalent qualifications, such as BTEC Nationals in Travel and Tourism and land-based subjects.
Contents
Specification at a glance 1
Qualification content 3 Knowledge and understanding 3
Fieldwork opportunities 3 Out-of-classroom learning and practical skills 4 The content in detail 5
Paper 1 6
Assessment 17 Assessment summary 17
Assessment Objectives and weightings 17
Entering your students for assessment 18 Student entry 18 Combinations of entry 18 Access arrangements and special requirements 18
Assessing your students 19 Awarding and reporting 19 Language of assessment 19 Malpractice and plagiarism 19
Student recruitment 19
Progression 20
Grade descriptions 20
Support and training 23 Edexcel support services 23
Training 23
Textbooks and resources 24
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 1
Specification at a glance This IGCSE qualification is assessed through a written examination paper.
Paper 1 Paper code: 4GE0/01
• Externally assessed
• Availability June series
• First assessment: June 2011
Overview of content:
• Section A — The natural environment and people
Complete two of the three topics:
1. River environments
2. Coastal environments
3. Hazardous environments
• Section B — People and their environments
Complete two of the three topics:
4. Economic activity and energy
5. Ecosystems and rural environments
6. Urban environments
• Section C — Global issues
Complete one of the three topics:
7. Fragile environments
8. Globalisation and migration
9. Development and human welfare
Overview of assessment:
• The assessment of this qualification is through a 2-hour and 45-minute examination paper, set and marked by Edexcel.
• The single tier of entry will contain a variety of questions types, such as multiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions.
• The total number of marks available is 150.
• The paper will be a question and answer booklet and students have to answer:
– two questions from a choice of three in Section A
– two questions from a choice of three in Section B
– one question from a choice of three in Section C.
• Each question is worth 30 marks.
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 2
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 3
Qualification content
Knowledge and understanding The specification content is set out in detail in topics 1 to 9. It has been formulated within the framework provided by the Qualifications and Curriculum Authority (QCA) GCSE Geography subject criteria, to which UK GCSE Geography qualifications must adhere. The content of this qualification has taken the following points into account:
• that coverage should touch, in a selective manner, the main subject areas which are appropriate at this level: the natural environment; resources and production; population and settlement, as well as the related topics of globalisation, human welfare and sustainability
• that emphasis should be placed on the relationship between people and the environment
• that geography be recognised as a dynamic discipline in continuous change
• that content should be specified in such a way that students can explore the geography of their own countries
• that case studies are used to exemplify key ideas
• that teachers should be encouraged to undertake local fieldwork and other practical exercises to underpin knowledge and understanding as well as to illustrate content themes
• that students should become competent in the use of a range of skills and techniques.
Teachers have the freedom to construct their own teaching programme based on this specification, but any programme must fulfil the following requirements:
• the study of a range of themes which, taken together, involve work at different spatial scales (local, regional, national, international, global), in different parts of the world and in different types of environment
• the development of skills which are used in geographical study (see Out-of-classroom learning and practical skills on page 4).
Fieldwork opportunities
Two ‘fieldwork opportunities’ are indicated in each of topics 1 to 6. During the course students should complete eight topics.
Of these eight, it is recommended that centres carry out two out-of-classroom investigations, one from Section A and one from Section B.
Ideally, the remaining fieldwork opportunities should also involve out-of-classroom activities. However, it is understood that this is not always possible.
In such circumstances, it is acceptable that these activities take place within the classroom (virtual fieldwork). Virtual fieldwork can include discussions, role-play activities and research into secondary sources, etc.
In the examination, questions may be asked on all eight fieldwork opportunities.
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 4
Out-of-classroom learning and practical skills
Throughout their course, students should acquire a range of geographical skills. These skills should be acquired through fieldwork and other practical exercises. Specifically, students should be able to:
• undertake fieldwork investigations and other forms of out-of-classroom learning
• use a range of secondary source materials (including statistical data, maps, diagrams, photographs, satellite images)
• depict information in various forms (sketches, simple maps, diagrams, tables)
• use appropriate geographical vocabulary in their written work.
In undertaking such practical work, students should acquire and apply the following:
• planning — designing a fieldwork investigation, as per the specification content
• field skills — implementing a field investigation; measuring and recording data
• analysis and evaluation skills — analysing data and drawing conclusions; evaluating the techniques used and the conclusions drawn
• map skills — with particular reference to topographic maps: using grid references; understanding scales; understanding symbols; recognising landforms and human features of the landscape
• atlas skills — using an atlas wherever relevant to the course
• graphic skills — compiling graphs and flow lines; using proportional symbols; annotating maps; diagrams and photographs
• photo-interpretation skills — reading vertical and oblique aerial photographs and satellite images
• sketching skills — communicating ideas through simple sketch maps and field sketches
• statistical skills — using simple measures and undertaking simple tests.
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 5
The content in detail
The specification content pages for each topic are divided into the following sections.
Key ideas
Each topic is divided into a number of key ideas which give a focus to the content.
Essential content
Each key idea is broken down into a number of bulleted content points which specify what must be studied. Examination questions will be based on these content points.
Scale
The scale column indicates the spatial scale at which the content should be covered in order to answer questions set in the examination. However, not all the content can be related to a particular scale.
Required exemplification
This column indicates appropriate case studies to illustrate and support some of the essential content. It is important that the bulleted content should be studied in the context of real places. Students will be expected to demonstrate good locational knowledge in the examination.
Out-of-classroom learning and practical skills
This column indicates recommended exercises involving the collection and analysis of primary and secondary data. An essential part of this practical work is using a range of geographical skills (see the Out-of-classroom learning and practical skills list on page 4). This practical learning is an integral part of the questions relating to Sections A and B of the specification content.
Abbreviations used
In the topics the following abbreviations have been used:
CBD — Central Business District CFC — Chlorofluorocarbon
GDP — Gross Domestic Product GNI — Gross National Income
HDI — Human Development Index HIC — High Income Country
HYV — High Yielding Variety LIC — Low Income Country
MIC — Medium Income Country NIC — Newly Industrialised Country
PQLI — Physical Quality of Life Index TNC — Transnational company
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 6
Paper 1
Overview of content
• Section A — The natural environment and people
Complete two of the three topics:
1. River environments
2. Coastal environments
3. Hazardous environments
• Section B — People and their environments
Complete two of the three topics:
4. Economic activity and energy
5. Ecosystems and rural environments
6. Urban environments
• Section C — Global issues
Complete one of the three topics:
7. Fragile environments
8. Globalisation and migration
9. Development and human welfare
Overview of assessment
• The assessment of this qualification is through a 2-hour and 45-minute examination paper, set and marked by Edexcel.
• The single tier of entry will contain a variety of questions types, such as multiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions.
• The total number of marks available is 150.
• The paper will be a question and answer booklet and students have to answer:
– two questions from a choice of three in Section A
– two questions from a choice of three in Section B
– one question from a choice of three in Section C.
• Each question is worth 30 marks.
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
7
Sect
ion
A —
The
nat
ural
env
iron
men
t and
peo
ple
Top
ic 1
— R
iver
env
iron
men
ts
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n O
ut-o
f-cl
assr
oom
le
arni
ng a
nd p
ract
ical
sk
ills
The
wor
ld’s
wat
er su
pply
is
con
tain
ed w
ithin
a
clos
ed sy
stem
— th
e hy
drol
ogic
al c
ycle
. Wat
er
is tr
ansf
erre
d be
twee
n its
va
rious
stor
es.
• Th
e hy
drol
ogic
al c
ycle
: cha
ract
eris
tics,
stor
es a
nd tr
ansf
ers.
• Fe
atur
es o
f a d
rain
age
basi
n: w
ater
shed
, sou
rce,
mou
th, c
hann
el
netw
ork.
• Th
e hy
drog
raph
(dis
char
ge, b
ase
flow
, sto
rmflo
w) a
nd ri
ver r
egim
es:
fact
ors a
ffec
ting
them
(pre
cipi
tatio
n, te
mpe
ratu
re, w
ater
abs
tract
ion,
da
ms)
.
Glo
bal
and
loca
l
C
hann
el n
etw
ork
map
ping
.
Run
ning
wat
er h
as a
si
gnifi
cant
influ
ence
on
the
deve
lopm
ent o
f la
ndfo
rms.
• Pr
oces
ses:
wea
ther
ing
and
mas
s mov
emen
t; er
osio
n an
d de
posi
tion.
Fa
ctor
s aff
ectin
g th
ese
proc
esse
s (st
ream
vel
ocity
, slo
pe, g
eolo
gy).
• Fo
rmat
ion
of v
alle
ys, i
nter
lock
ing
spur
s, w
ater
falls
, mea
nder
s, ox
-bo
w la
kes,
flood
pla
ins a
nd le
vees
.
Loca
l
Mea
surin
g ch
anne
l fe
atur
es m
easu
rem
ent
(fie
ldw
ork
oppo
rtuni
ty).
Ann
otat
ed sk
etch
es
base
d on
pho
togr
aphs
.
Wat
er is
vita
l to
peop
le,
varie
s in
avai
labi
lity
and
ther
efor
e ne
eds c
aref
ul
man
agem
ent.
• Th
e us
es o
f wat
er: a
gric
ultu
re, i
ndus
try, h
uman
hyg
iene
and
leis
ure
incl
udin
g th
e re
ason
s for
a ri
sing
dem
and
resu
lting
in a
reas
of w
ater
su
rplu
s and
wat
er sh
orta
ge.
• R
easo
ns fo
r diff
eren
ces i
n w
ater
qua
lity.
Sou
rces
of p
ollu
tion
(sew
age,
indu
stria
l was
te, a
gric
ultu
re).
Man
agin
g th
e su
pply
of c
lean
w
ater
(dam
s and
rese
rvoi
rs; p
ipel
ines
; tre
atm
ent w
orks
).
• Fl
oodi
ng: c
ause
s (in
tens
ity o
f rai
nfal
l, sn
owm
elt,
stee
p sl
opes
, im
perm
eabl
e su
rfac
es, h
uman
act
iviti
es) a
nd c
ontro
l (co
nstru
ctio
n of
sp
illw
ays,
emba
nkm
ents
).
Nat
iona
l an
d lo
cal
Cas
e st
udy
of th
e ris
ing
dem
and
for
wat
er in
one
cou
ntry
.
A c
ase
stud
y of
a d
am
or re
serv
oir p
roje
ct.
A c
ase
stud
y of
a fl
ood
defe
nce
sche
me.
Mea
surin
g w
ater
qua
lity
(fie
ldw
ork
oppo
rtuni
ty).
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
8 Sect
ion
A —
The
nat
ural
env
iron
men
t and
peo
ple
Top
ic 2
— C
oast
al e
nvir
onm
ents
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n O
ut-o
f-cl
assr
oom
le
arni
ng a
nd p
ract
ical
sk
ills
Phys
ical
pro
cess
es g
ive
rise
to c
hara
cter
istic
co
asta
l lan
dfor
ms.
• Pr
oces
ses:
mar
ine
(wav
e ch
arac
teris
tics a
nd e
rosi
on; l
ongs
hore
dr
ift; w
ave
depo
sitio
n); s
ub-a
eria
l (w
eath
erin
g; m
ass m
ovem
ent).
• La
ndfo
rms:
ero
sion
al (h
eadl
ands
and
bay
s; c
liffs
; wav
e-cu
t pl
atfo
rms;
cav
es; a
rche
s and
stac
ks);
depo
sitio
nal (
beac
hes;
spits
; ba
rs).
• R
ole
of g
eolo
gica
l stru
ctur
e, v
eget
atio
n, p
eopl
e an
d se
a-le
vel
chan
ge (e
stua
ries a
nd ra
ised
bea
ches
).
Reg
iona
l an
d lo
cal
A
nnot
ated
sket
ches
ba
sed
on p
hoto
grap
hs.
Bea
ch m
easu
rem
ents
, eg
prof
iles a
nd se
dim
ents
(f
ield
wor
k op
portu
nity
).
Dis
tinct
ive
ecos
yste
ms
deve
lop
alon
g pa
rticu
lar
stre
tche
s of c
oast
line.
• C
oast
al e
cosy
stem
s and
bio
dive
rsity
(cor
al re
efs a
nd m
angr
oves
).
• Fa
ctor
s aff
ectin
g th
e di
strib
utio
n of
coa
stal
eco
syst
ems.
Glo
bal
and
loca
l
Map
ping
and
ana
lysi
s of
coas
tal e
cosy
stem
s ba
sed
on m
aps,
phot
ogra
phs a
nd o
ther
so
urce
s of i
nfor
mat
ion.
Man
agem
ent o
f bot
h ph
ysic
al p
roce
sses
and
hu
man
act
iviti
es is
ne
eded
to su
stai
n co
asta
l en
viro
nmen
ts.
• C
oast
al e
cosy
stem
s are
of v
alue
to p
eopl
e, b
ut a
re th
reat
ened
by
tour
ism
and
oth
er d
evel
opm
ents
(ind
ustri
alis
atio
n; a
gric
ultu
ral
prac
tices
; def
ores
tatio
n).
• C
onfli
cts b
etw
een
diff
eren
t use
rs o
f the
coa
st a
nd b
etw
een
deve
lopm
ent a
nd c
onse
rvat
ion.
• C
oast
s as a
nat
ural
syst
em o
f int
erde
pend
ent p
lace
s. C
oast
al re
treat
, flo
odin
g an
d na
tura
l pro
cess
es. C
oast
al p
rote
ctio
n: so
ft an
d ha
rd
defe
nces
; man
agem
ent r
etre
at. D
iffer
ent v
iew
s on
coas
tal
prot
ectio
n.
Nat
iona
l, re
gion
al
and
loca
l
Cas
e st
udy
of a
loca
ted
cora
l ree
f or a
m
angr
ove
stan
d an
d its
m
anag
emen
t.
Cas
e st
udy
of a
stre
tch
of a
coa
stlin
e un
der
pres
sure
.
Cas
e st
udy
of o
ne
stre
tch
of re
treat
ing
coas
tline
.
Surv
eyin
g pe
ople
s’
view
s on
the
man
agem
ent o
f pr
essu
red
and/
or
retre
atin
g co
astli
nes
(fie
ldw
ork
oppo
rtuni
ty).
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
9
Sect
ion
A —
The
nat
ural
env
iron
men
t and
peo
ple
Top
ic 3
— H
azar
dous
env
iron
men
ts
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n O
ut-o
f-cl
assr
oom
le
arni
ng a
nd p
ract
ical
sk
ills
Som
e pl
aces
are
mor
e ha
zard
ous t
han
othe
rs.
• D
iffer
ent t
ypes
of h
azar
d (c
limat
ic, t
ecto
nic,
etc
).
• Th
e gl
obal
dis
tribu
tions
, cau
ses a
nd c
hara
cter
istic
s of t
ropi
cal
revo
lvin
g st
orm
s, vo
lcan
ic a
nd e
arth
quak
e ac
tivity
(pla
te
mov
emen
ts).
• M
easu
ring
and
reco
rdin
g w
eath
er c
ondi
tions
, eg
stro
ng w
inds
, in
tens
e ra
infa
ll.
Glo
bal
and
regi
onal
M
appi
ng th
e gl
obal
di
strib
utio
n of
rece
nt
haza
rds.
Col
lect
ing
and
reco
rdin
g w
eath
er d
ata
(f
ield
wor
k op
portu
nity
).
Haz
ards
hav
e an
impa
ct
on p
eopl
e an
d th
e en
viro
nmen
t.
• Id
entif
ying
the
scal
e of
nat
ural
dis
aste
rs a
nd th
eir s
hort-
term
(d
eath
s, in
jurie
s, da
mag
e to
bui
ldin
gs a
nd in
fras
truct
ure)
and
long
-te
rm (h
omel
essn
ess,
cost
s of r
epai
ring
dam
age)
impa
cts.
• R
easo
ns w
hy p
eopl
e co
ntin
ue to
live
in a
reas
at r
isk
from
haz
ard
even
ts.
Reg
iona
l an
d lo
cal
A c
ompa
rativ
e st
udy
of th
e im
pact
s of
tropi
cal s
torm
s, in
an
LIC
and
an
HIC
.
Res
earc
h in
to a
rece
nt
haza
rd e
vent
(eg
sate
llite
imag
es, d
amag
e ph
otog
raph
s).
Diff
eren
t lev
els o
f ec
onom
ic d
evel
opm
ent
affe
ct h
ow p
eopl
e co
pe
with
haz
ards
.
• M
anag
ing
haza
rds (
tropi
cal s
torm
s, vo
lcan
ic e
rupt
ions
and
ea
rthqu
akes
) inv
olve
s tak
ing
actio
ns b
oth
befo
re a
nd a
fter t
he e
vent
.
• Pr
edic
ting
and
prep
arin
g fo
r haz
ards
(edu
catio
n, e
arly
war
ning
sy
stem
s, sh
elte
rs).
• R
espo
ndin
g to
haz
ards
: sho
rt-te
rm (e
mer
genc
y ai
d an
d di
sast
er
relie
f); l
ong-
term
(ris
k as
sess
men
t, ad
just
men
t, im
prov
ing
pred
ictio
n).
Nat
iona
l C
ase
stud
ies o
f the
m
anag
emen
t of o
ne
tropi
cal s
torm
and
one
te
cton
ic e
vent
. One
of
thes
e sh
ould
hav
e ha
ppen
ed in
an
LIC
an
d th
e ot
her i
n an
H
IC.
Surv
eyin
g pe
ople
s’
view
s on
the
man
agem
ent o
f a h
azar
d ev
ent
(fie
ldw
ork
oppo
rtuni
ty).
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
10
Sect
ion
B —
Peo
ple
and
thei
r en
viro
nmen
ts
Top
ic 4
— E
cono
mic
act
ivity
and
ene
rgy
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n O
ut-o
f-cl
assr
oom
le
arni
ng a
nd p
ract
ical
sk
ills
Econ
omic
act
ivity
su
stai
ns p
eopl
e an
d in
volv
es o
utpu
t fro
m a
nu
mbe
r of d
iffer
ent
econ
omic
sect
ors.
• Th
e cl
assi
ficat
ion
of e
mpl
oym
ent b
y se
ctor
: prim
ary,
seco
ndar
y,
terti
ary
and
quat
erna
ry.
• Th
e re
lativ
e im
porta
nce
of th
ese
econ
omic
sect
ors c
hang
es w
ith
deve
lopm
ent a
nd v
arie
s bet
wee
n an
d w
ithin
cou
ntrie
s.
• In
form
al e
mpl
oym
ent:
char
acte
ristic
s and
cau
ses.
Glo
bal,
natio
nal
and
regi
onal
A c
ompa
rativ
e st
udy
of se
ctor
al sh
ifts i
n on
e H
IC a
nd o
ne L
IC.
Gra
phic
al re
pres
enta
tion
of e
mpl
oym
ent s
ecto
r da
ta.
The
loca
tion
and
grow
th
of p
artic
ular
type
s of
econ
omic
act
ivity
are
in
fluen
ced
by a
rang
e of
fa
ctor
s.
• Fa
ctor
s aff
ectin
g th
e lo
catio
n an
d gr
owth
of t
ertia
ry a
nd q
uate
rnar
y ac
tiviti
es (p
rosp
erity
, new
tech
nolo
gy, a
cces
sibi
lity,
tran
spor
t, go
vern
men
t pol
icy)
.
• Fa
ctor
s aff
ectin
g th
e ch
angi
ng lo
catio
n of
man
ufac
turin
g (T
NC
s, ra
w m
ater
ials
, lab
our,
new
tech
nolo
gy, g
over
nmen
t pol
icy)
.
Reg
iona
l
Glo
bal
Cas
e st
udy
of th
e fa
ctor
s aff
ectin
g th
e de
velo
pmen
t and
lo
catio
n of
one
hig
h-te
ch in
dust
ry.
Cas
e st
udy
of re
cent
em
ploy
men
t cha
nges
w
ithin
an
area
of a
H
IC.
Rea
sons
for t
he lo
catio
n of
fact
orie
s or s
ervi
ces
(fie
ldw
ork
oppo
rtuni
ty).
Incr
ease
d ec
onom
ic
prod
uctio
n cr
eate
s a
risin
g de
man
d fo
r ene
rgy
and/
or e
nerg
y ef
ficie
ncy.
• Th
e ris
ing
dem
and
for e
nerg
y an
d th
e en
ergy
gap
.
• Th
e co
ncep
t of ‘
prec
ious
’ ene
rgy
and
the
need
for e
nerg
y ef
ficie
ncy.
• Th
e re
lativ
e m
erits
of u
sing
rene
wab
le (e
g w
ind,
sola
r and
nuc
lear
po
wer
) ver
sus n
on-r
enew
able
sour
ces o
f ene
rgy
(eg
foss
il fu
els)
.
Glo
bal,
natio
nal
and
loca
l
R
esea
rch
into
ene
rgy
sour
ces o
f hom
e co
untry
.
Inve
stig
atin
g pe
ople
s’
view
s on
the
use
of
rene
wab
le a
nd n
on-
rene
wab
le e
nerg
y (f
ield
wor
k op
portu
nity
).
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
11
Sect
ion
B —
Peo
ple
and
thei
r en
viro
nmen
ts
Top
ic 5
— E
cosy
stem
s and
rur
al e
nvir
onm
ents
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n O
ut-o
f-cl
assr
oom
le
arni
ng a
nd p
ract
ical
sk
ills
Ecos
yste
ms e
xist
at a
ra
nge
of sc
ales
and
in
volv
e th
e in
tera
ctio
n of
liv
ing
and
no
n-liv
ing
com
pone
nts.
• B
iom
es a
nd th
eir g
loba
l dis
tribu
tions
.
• Ec
osys
tem
s and
thei
r com
pone
nts:
rock
s; so
ils; c
limat
e; v
eget
atio
n;
faun
a.
• Th
e na
ture
of t
he te
mpe
rate
gra
ssla
nd b
iom
e an
d its
agr
icul
tura
l use
.
Glo
bal,
natio
nal
and
loca
l
Cas
e st
udy
of a
n ar
ea
of te
mpe
rate
gra
ssla
nd.
Smal
l-sca
le e
cosy
stem
in
vest
igat
ion
(f
ield
wor
k op
portu
nity
).
Ann
otat
ed sk
etch
of a
ch
erno
zem
soil
prof
ile
from
pho
togr
aphs
.
Farm
ing
is th
e pr
inci
ple
mea
ns o
f liv
elih
ood
in
mos
t rur
al e
nviro
nmen
ts.
• C
hara
cter
istic
s of r
ural
env
ironm
ents
: em
ploy
men
t; po
pula
tion
dens
ity; l
and
use
(incl
udin
g re
crea
tion
and
tour
ism
); ac
cess
ibili
ty;
cons
erva
tion.
• Fa
rmin
g as
a sy
stem
.
• D
iffer
ent t
ypes
of f
arm
ing:
ara
ble/
past
oral
; com
mer
cial
/sub
sist
ence
; in
tens
ive/
exte
nsiv
e an
d w
ays o
f rai
sing
agr
icul
tura
l pro
duct
ion
(e
g irr
igat
ion,
gla
ss h
ouse
s, ge
netic
eng
inee
ring,
HY
Vs)
.
• C
ause
s and
con
sequ
ence
s of o
verp
rodu
ctio
n (e
g de
clin
e of
farm
ing
in H
ICs)
and
food
shor
tage
s, an
d at
tem
pts t
o ta
ckle
thes
e pr
oble
ms.
Nat
iona
l an
d re
gion
al
Cas
e st
udy
of a
na
tiona
l par
k or
pr
otec
ted
area
.
Cas
e st
udy
of w
ays o
f ra
isin
g ag
ricul
tura
l pr
oduc
tion
(eg
irrig
atio
n in
Egy
pt,
GM
cro
ps in
USA
, ve
geta
ble
and
flow
er
prod
uctio
n in
Ken
ya).
Farm
pro
duct
ion
stud
y (f
ield
wor
k op
portu
nity
).
Rur
al e
nviro
nmen
ts a
re
chan
ging
.
• LI
C ru
ral s
ettle
men
t cha
nges
: far
min
g ch
ange
s (eg
cas
h cr
oppi
ng)
defo
rest
atio
n; c
hang
e in
occ
upat
ions
, pop
ulat
ion
chan
ges;
out
-m
igra
tion
(rur
al-to
-urb
an m
igra
tion)
.
• H
IC ru
ral s
ettle
men
t cha
nges
: new
eco
nom
ic a
ctiv
ities
; rur
al
depo
pula
tion;
cou
nter
urba
nisa
tion;
serv
ice
prov
isio
n.
Nat
iona
l, re
gion
al
and
loca
l
Si
te a
nd si
tuat
ion
of
loca
l rur
al se
ttlem
ents
ba
sed
on m
ap a
nd
phot
ogra
phic
evi
denc
e.
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
12
Sect
ion
B —
Peo
ple
and
thei
r en
viro
nmen
ts
Top
ic 6
— U
rban
env
iron
men
ts
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n O
ut-o
f-cl
assr
oom
le
arni
ng a
nd p
ract
ical
sk
ills
• Th
e na
ture
of u
rban
isat
ion
(incl
udin
g su
burb
anis
atio
n an
d co
unte
r-ur
bani
satio
n); t
he fa
ctor
s aff
ectin
g th
e ra
te o
f urb
anis
atio
n an
d th
e em
erge
nce
of m
ega-
citie
s.
Map
ping
of t
he
chan
ging
glo
bal
dist
ribut
ion
of m
ega-
citie
s.
A g
row
ing
perc
enta
ge o
f th
e w
orld
’s p
opul
atio
n liv
es in
urb
an a
reas
.
• Th
e pr
oble
ms a
ssoc
iate
d w
ith ra
pid
urba
nisa
tion
incl
udin
g co
nges
tion,
tran
spor
t, em
ploy
men
t, cr
ime
and
envi
ronm
enta
l qu
ality
.
Glo
bal
and
loca
l
Envi
ronm
enta
l qua
lity
surv
ey
(fie
ldw
ork
oppo
rtuni
ty).
The
urba
n en
viro
nmen
t is
char
acte
rised
by
the
segr
egat
ion
of d
iffer
ent
land
use
s and
of p
eopl
e of
diff
eren
t eco
nom
ic
stat
us a
nd e
thni
c ba
ckgr
ound
.
• Fa
ctor
s enc
oura
ging
sim
ilar l
and
uses
to c
once
ntra
te in
par
ticul
ar
parts
of t
he u
rban
are
a (e
g lo
catio
nal n
eeds
, acc
essi
bilit
y, la
nd
valu
es).
• R
easo
ns fo
r, an
d co
nseq
uenc
es o
f, th
e se
greg
atio
n of
diff
eren
t soc
io-
econ
omic
and
eth
nic
grou
ps.
• Sh
anty
tow
ns (s
quat
ter c
omm
uniti
es):
loca
tion,
gro
wth
, pro
blem
s an
d m
itiga
ting
stra
tegi
es (i
nclu
ding
self-
help
).
Loca
l A
cas
e st
udy
of o
ne
city
to sh
ow th
e la
nd
use
patte
rns a
nd th
e di
strib
utio
n of
so
cial
/eth
nic
grou
ps.
A c
ase
stud
y of
shan
ty
tow
n m
anag
emen
t in
a LI
C c
ity.
Land
use
tran
sect
s pl
ottin
g (f
ield
wor
k op
portu
nity
).
Cha
nges
occ
ur a
s urb
an
envi
ronm
ents
age
and
the
need
s of p
eopl
e ch
ange
.
• Th
e na
ture
of,
and
reas
ons f
or, t
he c
hang
es ta
king
pla
ce a
t the
edg
e of
HIC
citi
es (e
g re
tail
com
plex
es, b
usin
ess p
arks
and
indu
stria
l es
tate
s). T
he ‘g
reen
field
’ ver
sus ‘
brow
nfie
ld’ d
ebat
e.
• A
reas
of s
ocia
l dep
rivat
ion
and
pove
rty in
HIC
citi
es: s
ympt
oms a
nd
loca
tions
. The
cha
ngin
g fo
rtune
s of i
nner
-city
are
as.
• Th
e ro
les o
f man
ager
s (pl
anne
rs, p
oliti
cian
s, pr
oper
ty d
evel
oper
s an
d in
dust
rialis
ts) i
n ur
ban
rege
nera
tion
and
re-im
agin
g.
Loca
l A
cas
e st
udy
of o
ne
nam
ed u
rban
are
a in
an
HIC
to e
xpla
in h
ow
and
why
cha
nges
are
ta
king
pla
ce.
Ann
otat
ed sk
etch
es o
f ur
ban
chan
ge b
ased
on
the
anal
ysis
of
phot
ogra
phs a
nd m
aps.
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
13
Sect
ion
C —
Glo
bal i
ssue
s
Top
ic 7
— F
ragi
le e
nvir
onm
ents
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n
• Th
e fr
agile
nat
ure
of e
nviro
nmen
ts; t
he c
once
pt o
f sus
tain
abili
ty.
• C
ause
s of s
oil e
rosi
on a
nd d
eser
tific
atio
n: d
roug
ht; p
opul
atio
n pr
essu
re; f
uel s
uppl
y; o
verg
razi
ng; w
ar; m
igra
tion.
A
cas
e st
udy
of a
n ar
ea a
ffec
ted
by d
eser
tific
atio
n (e
g th
e Sa
hel).
• C
onse
quen
ces (
redu
ced
agric
ultu
ral o
utpu
t; m
alnu
tritio
n; fa
min
e;
refu
gees
) and
man
agem
ent o
f soi
l ero
sion
.
Reg
iona
l
Exam
ples
of f
arm
ing
prac
tices
to a
llevi
ate
soil
eros
ion.
• C
ause
s of d
efor
esta
tion:
com
mer
cial
tim
ber e
xtra
ctio
n; a
gric
ultu
re;
min
ing;
tran
spor
t; se
ttlem
ent.
• C
onse
quen
ces:
loss
of b
iodi
vers
ity; c
ontri
butio
n to
glo
bal w
arm
ing;
ec
onom
ic d
evel
opm
ent.
• M
anag
ing
rain
fore
sts i
n a
sust
aina
ble
way
(eg
agro
-for
estry
); th
e ne
ed fo
r int
erna
tiona
l co-
oper
atio
n.
Glo
bal
and
regi
onal
A c
ase
stud
y of
a th
reat
ened
trop
ical
rain
fore
st (e
g th
e A
maz
on, W
est A
fric
a, In
done
sia)
.
• C
ause
s of g
loba
l war
min
g an
d cl
imat
e ch
ange
: def
ores
tatio
n; u
se o
f fo
ssil
fuel
s; a
ir po
llutio
n; a
gric
ultu
ral c
hang
e; C
FCs.
• C
onse
quen
ces:
risi
ng se
a le
vels
; mor
e ha
zard
s; e
cosy
stem
cha
nges
; ne
w e
mpl
oym
ent o
ppor
tuni
ties;
cha
ngin
g se
ttlem
ent p
atte
rns;
hea
lth
and
wel
l bei
ng.
A c
ase
stud
y of
the
thre
ats p
osed
by
glob
al
war
min
g an
d cl
imat
e ch
ange
to o
ne c
ount
ry
(eg
Ban
glad
esh,
the
Mal
dive
s).
Envi
ronm
enta
l abu
se h
as
serio
us c
onse
quen
ces.
Its
caus
es n
eed
to b
e ta
ckle
d to
ens
ure
a m
ore
sust
aina
ble
futu
re.
• M
anag
ing
the
caus
es (a
nti-p
ollu
tion
legi
slat
ion,
alte
rnat
ive
ener
gy
sour
ces,
inte
rnat
iona
l coo
pera
tion)
and
ada
ptin
g to
the
cons
eque
nces
of
glo
bal w
arm
ing
and
clim
ate
chan
ge.
Glo
bal
and
natio
nal
A c
ase
stud
y of
atte
mpt
s to
tack
le th
e pr
oble
ms o
f gl
obal
war
min
g an
d cl
imat
e ch
ange
(eg
UN
co
nfer
ence
at R
io d
e Ja
neiro
, Kyo
to P
roto
col a
nd
its su
cces
sor)
.
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
14
Sect
ion
C —
Glo
bal i
ssue
s
Top
ic 8
— G
loba
lisat
ion
and
mig
ratio
n
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n
• Th
e ris
e of
the
glob
al e
cono
my
(gro
wth
of p
rodu
ctio
n an
d co
mm
odity
cha
ins)
and
the
fact
ors e
ncou
ragi
ng it
(tra
de, f
orei
gn
inve
stm
ent,
aid,
labo
ur, m
oder
n tra
nspo
rt an
d in
form
atio
n te
chno
logi
es).
• Th
e gl
obal
shift
in m
anuf
actu
ring
and
the
reas
ons f
or it
(lab
our
cost
s, re
sour
ces,
prof
iteer
ing)
.
• TN
Cs:
org
anis
atio
n; ro
le a
s key
pla
yers
in th
e gl
obal
eco
nom
y;
bene
fits a
nd c
osts
to c
ount
ries h
ostin
g TN
Cs.
Glo
bal,
natio
nal
and
loca
l
A c
ase
stud
y of
the
glob
al o
pera
tions
of a
TN
C o
r a
TNC
’s o
pera
tions
in o
ne L
IC.
• Th
e gr
owth
of g
loba
l tou
rism
and
its c
ause
s (in
crea
sed
leis
ure,
the
pack
age
holid
ay, m
oder
n tra
nspo
rt, m
arke
ting)
. A
cas
e st
udy
of a
pac
kage
hol
iday
des
tinat
ion.
• Th
e im
pact
of m
ass t
ouris
m o
n th
e en
viro
nmen
t, ec
onom
y an
d pe
ople
of d
estin
atio
n ar
eas.
• A
ttem
pts t
o m
ake
tour
ism
mor
e su
stai
nabl
e (e
g ec
otou
rism
).
Glo
bal,
natio
nal
and
loca
l
A c
ase
stud
y of
sust
aina
ble
tour
ism
(eg
Gal
apag
os, B
huta
n).
• M
igra
tion
— a
com
pone
nt o
f pop
ulat
ion
chan
ge; i
nter
natio
nal
mig
ratio
n; n
et m
igra
tion.
• Ty
pes o
f mig
ratio
n (v
olun
tary
ver
sus f
orce
d); t
he p
ush-
pull
fact
ors
affe
ctin
g m
igra
tion.
Glo
balis
atio
n is
mak
ing
the
natio
ns o
f the
wor
ld
incr
easi
ngly
in
terd
epen
dent
. Maj
or
mov
emen
ts o
f peo
ple
are
both
a c
ause
and
a
cons
eque
nce
of th
is
inte
rdep
ende
nce.
• M
anag
ing
mig
ratio
n —
refu
gee
and
asyl
um-s
eeke
r iss
ues:
the
case
fo
r con
trolli
ng m
igra
tion
flow
s.
Glo
bal,
natio
nal
and
loca
l
A c
ase
stud
y of
inte
rnat
iona
l mig
ratio
n (e
g as
ylum
seek
ers a
nd e
cono
mic
mig
rant
s to
UK
).
Spec
ifica
tion
– Ed
exce
l IG
CSE
in G
eogr
aphy
(4G
E0) –
Issu
e 1
– Se
ptem
ber 2
008
© E
dexc
el L
imite
d 20
08
15
Sect
ion
C —
Glo
bal i
ssue
s
Top
ic 9
— D
evel
opm
ent a
nd h
uman
wel
fare
Key
idea
s E
ssen
tial c
onte
nt
Scal
e R
equi
red
exem
plifi
catio
n
• Th
e na
ture
of d
evel
opm
ent
(a c
ompl
ex, m
ulti-
stra
nd p
roce
ss) a
nd
qual
ity o
f life
.
• D
evel
opm
ent i
ndic
ator
s: p
er c
apita
GD
P/G
NI;
empl
oym
ent b
y se
ctor
; ene
rgy
cons
umpt
ion;
birt
h, d
eath
and
infa
nt m
orta
lity
rate
s;
life
expe
ctan
cy.
• Q
ualit
y of
life
indi
cato
rs: h
ousi
ng; h
ealth
and
hea
lthca
re; a
cces
s to
serv
ices
; die
t; lit
erac
y; se
curit
y an
d sa
fety
; pol
itica
l fre
edom
; the
PQ
LI a
nd H
DI.
Glo
bal
and
natio
nal
• Th
e cl
assi
ficat
ion
of c
ount
ries a
ccor
ding
to th
eir l
evel
of e
cono
mic
de
velo
pmen
t — H
IC, M
IC a
nd L
IC.
• Th
e ch
angi
ng p
atte
rn o
f glo
bal d
evel
opm
ent.
• Th
e de
velo
pmen
t gap
at d
iffer
ent s
patia
l sca
les (
sym
ptom
s and
ca
uses
) —
glo
bal (
Nor
th-S
outh
Div
ide)
; reg
iona
l (gr
owth
ver
sus
decl
ine;
cor
e ve
rsus
per
iphe
ry) w
ithin
cou
ntrie
s; lo
cal (
depr
ivat
ion
vers
us a
fflu
ence
) with
in u
rban
are
as.
Glo
bal,
regi
onal
an
d lo
cal
A c
ase
stud
y of
regi
onal
dis
parit
ies w
ithin
one
co
untry
or q
ualit
y of
life
dis
parit
ies w
ithin
one
ci
ty.
• R
apid
pop
ulat
ion
grow
th a
nd it
s qua
lity
of li
fe c
onse
quen
ces
(pov
erty
, une
mpl
oym
ent,
inad
equa
te h
ousi
ng a
nd p
hysi
cal
infr
astru
ctur
e).
A c
ase
stud
y of
pop
ulat
ion
polic
ies i
n ei
ther
Chi
na
or In
dia.
• G
over
nmen
t pol
icie
s to
redu
ce p
opul
atio
n gr
owth
. A
cas
e st
udy
of a
UN
aid
age
ncy
(eg
WH
O,
FAO
).
Diff
eren
ces i
n de
velo
pmen
t and
hum
an
wel
fare
exi
st a
t a ra
nge
of sc
ales
and
are
subj
ect
to c
hang
e ov
er ti
me.
• M
anag
ing
disp
ariti
es in
dev
elop
men
t and
qua
lity
of li
fe: a
ppro
pria
te
aid;
usi
ng in
term
edia
te te
chno
logy
; fai
r and
free
r tra
de; d
ebt r
elie
f.
A c
ase
stud
y of
a n
on-g
over
nmen
tal a
id a
genc
y (e
g O
xfam
, Red
Cro
ss).
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 16
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 17
Assessment
Assessment summary Paper 1 is an externally assessed examination paper lasting 2 hours and 45 minutes.
Summary of table of assessment
Paper 1 Paper code: 4GE0/01
• Externally assessed
• Availability June series
• First assessment: June 2011
• The assessment of this qualification is through a 2-hour and 45-minute examination paper, set and marked by Edexcel.
• The single tier of entry will contain a variety of question types, such as multiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions.
• The total number of marks available is 150.
• The paper will be a question and answer booklet and students have to answer:
– two questions from a choice of three in Section A
– two questions from a choice of three in Section B
– one question from a choice of three in Section C.
• Each question is worth 30 marks.
Assessment Objectives and weightings % in IGCSE
AO1: recall, select, and communicate their knowledge and understanding of places, environments and concepts
30-40%
AO2: apply their knowledge and understanding in familiar and unfamiliar contexts
30-40%
AO3: select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues
30-40%
TOTAL 100%
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 18
Entering your students for assessment
Student entry
Details of how to enter students for this qualification can be found in Edexcel’s International Information Manual, copies of which (in CD format) are sent to all active Edexcel centres. The information can also be found on Edexcel’s international website: www.edexcel-international.org/sfc/academic/infomanual
Combinations of entry
There are no forbidden combinations.
Access arrangements and special requirements
Edexcel's policy on access arrangements and special considerations for GCE, GCSE, IGCSE, and Entry Level qualifications aims to enhance access to the qualifications for students with disabilities and other difficulties without compromising the assessment of skills, knowledge, understanding or competence.
Please see the Edexcel website (www.edexcel.org.uk/sfc) for:
• the Joint Council for Qualifications (JCQ) policy Access Arrangements and Special Considerations, Regulations and Guidance Relating to Students who are Eligible for Adjustments in Examinations
• the forms to submit for requests for access arrangements and special considerations
• dates for submission of the forms.
Requests for access arrangements and special considerations must be addressed to:
Special Requirements Edexcel One90 High Holborn London WC1V 7BH
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 19
Assessing your students The first assessment opportunity for Paper 1 will take place in the June 2011 series and in each following June series for the lifetime of the specification.
Your student assessment opportunities
Paper June 2011 June 2012 June 2013 June 2014
Paper 1
Awarding and reporting
The grading, awarding and certification of this qualification will follow the processes outlined in the current GCSE/GCE Code of Practice for courses starting in September 2009, which is published by the Qualifications and Curriculum Authority. The IGCSE qualification will be graded and certificated on an eight-grade scale from A* to G.
Students whose level of achievement is below the minimum standard for Grade G will receive an unclassified U. Where unclassified is received it will not be recorded on the certificate.
The first certification opportunity for the Edexcel IGCSE in Geography will be 2011.
Students whose level of achievement is below the minimum judged by Edexcel to be of sufficient standard to be recorded on a certificate will receive an unclassified U result.
Language of assessment
Assessment of this specification will be available in English only. Assessment materials will be published in English only and all work submitted for examination and moderation must be produced in English.
Malpractice and plagiarism
For up-to-date advice on malpractice and plagiarism, please refer to the JCQ’s Suspected Malpractice in Examinations: Policies and Procedures document on the JCQ website www.jcq.org.uk/
Student recruitment Edexcel’s access policy concerning recruitment to our qualifications is that:
• they must be available to anyone who is capable of reaching the required standard
• they must be free from barriers that restrict access and progression
• equal opportunities exist for all students.
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 20
Progression This qualification supports progression to:
• GCE in Geography
• GCE in Geology
• GCE in Environmental Sciences
• GCE in Travel and Tourism
• GCE in Leisure and Recreation
• BTEC Nationals in the land-based sector
• further training or employment.
Grade descriptions Grade A
Candidates accurately recall detailed information about places, environments and themes, across all scales, as required by the specification, and show detailed knowledge of location and geographical terminology.
Candidates thoroughly understand geographical ideas from the specification content, and apply their understanding to analyses of unfamiliar contexts. They understand the way in which a wide range of physical and human processes interact to influence the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand complex interrelationships between people and the environment, and how considerations of sustainable development affect the planning and management of environments and resources. They evaluate the significance and effects of values and attitudes of those involved in geographical issues and in decision making about the use and management of environments.
Candidates undertake geographical enquiry, identifying relevant questions, implementing effective sequences of investigation, and collecting a range of appropriate evidence from a variety of primary and secondary sources. They use relevant skills and techniques effectively, drawing selectively on geographical ideas to interpret evidence, reaching substantiated conclusions, communicating outcomes clearly and effectively, and critically evaluating the validity and limitations of evidence and conclusions.
Grade C
Candidates accurately recall information about places, environments and themes, at a range of scales, as required by the specification, and show a broad knowledge of location and geographical terminology.
Candidates understand geographical ideas from the specification content in a variety of physical and human contexts. They understand a range of physical and human processes and their contribution to the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand interrelationships between people and the environment and appreciate that considerations of sustainable development affect the planning and management of environments and resources. They understand the effects of the values and attitudes of those involved in geographical issues and in decision making about the use and management of environments.
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 21
Candidates undertake geographical enquiry, identifying questions or issues, suggesting appropriate sequences of investigation, collecting appropriate evidence from a variety of primary and secondary sources, using a range of relevant skills and techniques, reaching plausible conclusions, communicating outcomes, and appreciating some of the limitations of evidence and conclusions.
Grade F
Candidates can recall basic information about places, environments and themes, at more than one scale, as required by the specification, and show an elementary level of knowledge of location and geographical terminology.
Candidates can understand some simple geographical ideas in a particular context from the specification content. They understand some simple physical and human processes and recognise that they contribute to the development of geographical patterns and the geographical characteristics of places and environments. They have a simple understanding of some interrelationships between people and the environment, and the idea of sustainable development. They show some awareness of the values and attitudes of people involved in geographical issues and in decision making about the use and management of environments.
Candidates undertake geographical enquiry, collecting and recording geographical evidence from primary and secondary sources, drawing simple maps and diagrams, communicating information and outcomes by brief statements, and recognising some of the limitations of evidence.
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 22
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 23
Support and training
Edexcel support services Edexcel has a wide range of support services to help you implement this qualification successfully.
ResultsPlus — ResultsPlus is an application launched by Edexcel to help subject teachers, senior management teams, and students by providing detailed analysis of examination performance. Reports that compare performance between subjects, classes, your centre and similar centres can be generated in ‘one-click’. Skills maps that show performance according to the specification topic being tested are available for some subjects. For further information about which subjects will be analysed through ResultsPlus, and for information on how to access and use the service, please visit www.edexcel.org.uk/resultsplus
Ask the Expert — Ask the Expert is a new service, launched in 2007, that provides direct email access to senior subject specialists who will be able to answer any questions you might have about this or any other specification. All of our specialists are senior examiners, moderators or verifiers and they will answer your email personally. You can read a biography for all of them and learn more about this unique service on our website at www.edexcel.org.uk/asktheexpert
Ask Edexcel — Ask Edexcel is Edexcel’s online question and answer service. You can access it at www.edexcel.org.uk/ask or by going to the main website and selecting the Ask Edexcel menu item on the left.
The service allows you to search through a database of thousands of questions and answers on everything Edexcel offers. If you don’t find an answer to your question, you can choose to submit it straight to us. One of our customer services team will log your query, find an answer and send it to you. They’ll also consider adding it to the database if appropriate. This way the volume of helpful information that can be accessed via the service is growing all the time.
Examzone — The Examzone site is aimed at students sitting external examinations and gives information on revision, advice from examiners and guidance on results, including re-marking, re-sitting and progression opportunities. Further services for students — many of which will also be of interest to parents — will be available in the near future. Links to this site can be found on the main homepage at www.examzone.co.uk.
Training A programme of professional development and training courses, covering various aspects of the specification and examination, will be arranged by Edexcel. Full details can be obtained from our website: www.edexcel.org.uk
Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 24
Textbooks and resources Please note that while resources are checked at the time of publication, materials may be withdrawn from circulation at any time.
Particularly recommended
Milner S and Phillipson O — Longman Geography for IGCSE (Longman, 2005) ISBN 140580209X
Also recommended
Horden R, Lamb P and Milner S — Managing Geography (Hodder and Stoughton, 2003) ISBN 0340802162
Waugh D and Bushell T — Key Geography for GCSE Book 1 (Nelson Thornes, 1998) ISBN 0748763034
Waugh D and Bushell T — Key Geography for GCSE Book 2 (Nelson Thornes, 1998) ISBN 0748736492
1737sb090608S:\LT\PD\IGCSE\IGCSE Geography (4GE0).doc.1-31/0
September 2008 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.org.uk Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07