spec gce geography

8/14/2019 Spec Gce Geography

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GCE Geography

Edexcel Advanced Subsidiary GCE in Geography (8GE01)First examination 2009

Edexcel Advanced GCE in Geography (9GE01)First examination 2010

Specifcation September 2007


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Edexcel GCE in Geography Edexcel Limited 2007 Introduction

About this speci cation

Supporting youEdexcel aims to provide the most comprehensive support for its quali cations. We have therefore publishedour own dedicated suite of resources for teachers and students written by quali cation experts. We alsoendorse a wide range of materials from other publishers to give you a choice of approach.

For more information on our wide range of support and services for this GCE in Geography quali cation, visitour GCE website: www.edexcel.org.uk/gce2008.

Speci cation updatesThis speci cation is Issue 1 and is valid for the Advanced Subsidiary (AS) GCE examination from 2009 andthe A2 examination from 2010. If there are any signi cant changes to the speci cation Edexcel will write tocentres to let them know. Changes will also be posted on our website.

For more information please visit www.edexcel.org.uk/or www.edexcel.org.uk/gce2008.

Edexcel GCE in Geography is designed for use in schools and colleges. It is part of a suite of GCEquali cations offered by Edexcel.

Key eatures o the speci cationThe speci cation has been designed to allow geographers the exibility to build programmes that suit theirown particular interests and needs using a range of approaches. Those geographers with interests in distinctphysical, human and environmental approaches will be able to use this speci cation, as will those with moreintegrated specialisms. Fieldwork and research skills are a key feature of both the Advanced Subsidiary,Unit 2 and the A2, Unit 4 . These units offer exibility to centres with varying and diverse eldworkresources and approaches but with a shared view that an element of out-of-classroom activity adds to thestudy of geography.

Some topics have been designed to attract students to geography as a subject that addresses key ideas and

debates in our world today. For example, Unit 4s The Technological Fix topic looks at our increasing relianceon technology and how this is related to world development. Other well-trusted geographical topics such asmigration ( Unit 1s Going Global) and tectonics ( Unit 4s Tectonic Activity and Hazards) have a place too.

The speci cation is designed to engage both students and teachers and renew interest in the subject of geography, which offers so much to an understanding of our planet.

Why choose this speci cation?This new GCE Geography speci cation builds on the strengths of previous speci cations, namely Edexcel GCEGeography speci cation A (8214/9214) and Edexcel GCE Geography speci cation B (8215/9215). Edexcel hasconsulted with schools, colleges, higher education institutes and geography experts to ensure that this newspeci cation is t for the 21st century.

This four-unit GCE Geography speci cation offers units that allow a balance between students ownparticular physical, human and/or environmental interests and key geographical topics thatprovide them with the knowledge, understanding and skills for further study at higher educationor for employment.


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Contents Edexcel Limited 2007 Edexcel GCE in Geography2

Contents

A Speci cation at a glance 4

B Speci cation overview 9Summary o assessment requirements 9

Assessment objectives and weightings 1 1

Relationship o assessment objectives to units 11

Qualifcation summary 11

C Geography unit content 15Course structure 16

Unit 1 Global Challenges 17

Unit 2 Geographical Investigations 31

Unit 3 Contested Planet 49

Unit 4 Geographical Research 71

D Assessment and additional in ormation 99

Assessment in ormation 99

Additional in ormation 102

E Resources, support and training 105

Resources to support the specifcation 105

Edexcels own published resources 105

Edexcel publications 106

Additional resources endorsed by Edexcel 106

Support 107

Training 108


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Contents

Edexcel GCE in Geography Edexcel Limited 2007 Contents

F Appendices 109

Appendix 1 Per ormance descriptions 111

Appendix 2 Key skills mapping 115

Appendix 3 Key skills development 117

Appendix 4 Wider curriculum 121

Appendix 5 Codes 123

Appendix 6 Glossary 125

Appendix 7 Disability Discrimination Act 127


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Section A Edexcel Limited 2007 Edexcel GCE in Geography

A Specifcation at a glance

AS Unit 1: Global Challenges *Unit code 6GE01

Externally assessedAvailability: June

First assessment: June 2009

60%of thetotal ASmarks

30% of the totalGCEmarks

Content summary :

The meaning, causes, impacts and management of global challenges. How we canin uence global challenges through our own lives. There are two compulsory topics thatform this unit:

Topic 1: World at Risk

Topic 2: Going Global

Assessment :

1 hour and 30 minute examination in two sections.

Section A: objective items, data response and short-answer questions.

Section B: choice of Going Global or World at Risk longer/guided essay questions.


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Specifcation at a glance A

Edexcel GCE in Geography Edexcel Limited 2007 Section A

AS Unit 2: Geographical Investigations *Unit code 6GE02

Externally assessedAvailability: January and June

First assessment: January 2009

40%of thetotal ASmarks


Content summary :

A closer look at how physical and human issues in uence lives and can be managed.Students choose two topics from the four offered in this unit; there must be one physical and one human topic.

Physical topics

Topic 1: Extreme Weather, with its increasing ferocity and frequency, fascinates somepeople and threatens many others.

Topic 2: Crowded Coasts reveals how increasing development is testing our ability tomanage these valued environments.

Human topics

Topic 3: Unequal Spaces explores the causes and consequences of rural and urbandisparities and how to manage them.

Topic 4: Rebranding Places focuses on how we need to re-image and regenerate ruraland urban places, using appropriate strategies.

Assessment :

1 hour examination in two sections.

The paper will assess the four optional topics offered. Candidates will answer one physical question from Section A and one human question from Section B. Thequestions require longer responses, each with three parts, designed to include dataresponse, investigation and evaluation skills and related impacts/management issues.

* See Appendix 5 for description of this code and all other codes relevant to this quali cation.


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A2 Unit 3: Contested Planet *Unit code 6GE03

Externally assessedAvailability: June

First assessment: June 2010

60%of thetotal A2marks


Content summary :

The use and management of resources is a key issue for geography in todays world.Consumption patterns highlight stark inequalities between regions, countries andgroups of people. Many resources are nite, and rising consumption means that dif cultdecisions over the use of resources will have to be taken more frequently. There are six compulsory topics:

Topic 1: Energy Security

Topic 2: Water Con icts

Topic 3: Biodiversity Under Threat

Topic 4: Superpower Geographies

Topic 5: Bridging the Development Gap

Topic 6: The Technological Fix?

Assessment :

2 hour and 30 minute examination in two sections. Students will be asked to select andanswer two questions from fve in Section A and all questions in Section B.

Section A: A choice of two short essay questions from fve .

Section B (Synoptic Investigation): One question with three parts.


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Specifcation at a glance A

Edexcel GCE in Geography Edexcel Limited 2007 Section A 7

A2 Unit 4: Geographical Research *Unit code 6GE04

Externally assessedAvailability: January and June

First assessment: January 2010

40%of thetotal A2marks


Content summary :

Options range from those with a strong physical geography focus, to those concernedmore with environmental, social and cultural geographies. Students must select andstudy one of the following research options:

Option 1: Tectonic Activity and Hazards

Option 2: Cold Environments Landscapes and Change

Option 3: Life on the Margins the Food Supply Problem

Option 4: The World of Cultural Diversity

Option 5: Pollution and Human Health at Risk

Option 6: Consuming the Rural Landscape Leisure and Tourism.

Assessment :

1 hour and 30 minute examination. Candidates will be given a list of questions based

on the six options. Candidates will select and answer one question that relates to theoption they have studied.


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Edexcel GCE in Geography Edexcel Limited 2007 Section B

B Specifcation overview

Summary o assessment requirements

Unit number andunit title

Level Assessment information Numberof marksallocatedin the unit

Unit 1: GlobalChallenges

AS 1 hour and 30 minute examination paper comprising of twosections and a resource booklet.

Candidates will be asked to answer all questions in Section Aand one question in Section B.

Section A will make use of the resource booklet and consist of objective items, data response and short answer questions.

Section B will also make use of the resource booklet andcandidates own ideas and consist of a choice of Going Globalor World at Risk longer/guided essay questions.

There are a total of 90 marks for the complete examination.

90 marks

Unit 2:GeographicalInvestigations

AS 1 hour examination including examination paper comprising of two sections and a resource booklet.

Candidates will select and answer one physical question fromSection A and one human question from Section B based onthe topics they have studied for Unit 2. The questions requirelonger responses, each with three parts, designed to includedata response, investigation and evaluation skills and relatedimpacts/management issues.

Candidates will be expected to use the resource bookletprovided and their own ideas from relevant eldwork andresearch that they have carried out. Candidates must not takematerials into the examination. There are a total of 70 marksfor the examination.

70 marks


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Section B Edexcel Limited 2007 Edexcel GCE in Geography0

Unit number andunit title

Level Assessment information Numberof marksallocatedin the unit

Unit 3: ContestedPlanet

A2 2 hour and 30 minute examination paper comprising of twosections and a resource booklet including synoptic resources.

The synoptic resources only will be pre-released tocandidates as advance information four working weeks beforethe examination via the Edexcel website (www.edexcel.org.u k). There is no restriction on the use of pre-released synopticresources in teaching prior to the examination.

Candidates must not take their pre-released synopticresources into the examination as these will be reproduced inthe resource booklet.

Candidates will be asked to select and answer two questionsfrom fve in Section A and all questions in Section B.

Section A will consist of a choice of two data stimulus essayquestions from fve each totalling 25 marks. The ve questionswill be based on ve of the six topics for Unit 3.

Section B (Synoptic investigation) will focus on the sixthtopic unexamined in Section A. This topic will change in eachexam sitting and will be revealed through the pre-releasedadvance information. Section B will consist of one question inthree parts. The total mark for the question will be 40. Thequestion will make use of the pre-released synoptic materialsreproduced in the examination resource booklet.


90 marks

Unit 4:GeographicalResearch

A2 1 hour and 30 minute examination.

Research focus material will be pre-released to candidatesas advance information four working weeks before theexamination via the Edexcel website (www.edexcel.org.uk).

Candidates will be given a list of questions based on the six options. Candidates will select and answer one questionthat relates to the option they have studied. They will berequired to write a long essay in which they demonstrate andsynthesise the results of their research.

Each question is out of 70 marks.

Candidates will not be able to take any pre-released or

research materials into the examination.

70 marks


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Specifcation overview B


Assessment objectives and weightings

% in AS % in A2 % inGCE

AO1 Demonstrate knowledge and understanding of the content,concepts and processes. 60% 40% 50%

AO2 Analyse, interpret and evaluate geographical information, issuesand viewpoints and apply understanding in unfamiliar contexts. 24% 26% 25%

AO3Select and use a variety of methods, skills and techniques(including the use of new technologies) to investigate questionsand issues, reach conclusions and communicate ndings.

16% 34% 25%

TOTAL 100% 100% 100%

Relationship o assessment objectives to units

Unit number Assessment objective

AO1 AO2 AO3 Total for AO1,AO2 and AO3

Unit 1 22% 8% 0% 30%

Unit 2 8% 4% 8% 20%

Unit 3 14% 8% 8% 30%

Unit 4 6% 5% 9% 20%

Total forAdvanced GCE 50% 25% 25% 100%

Quali cation summary

Subject criteria The General Certi cate of Education is part of the Level 3 provision.This speci cation is based on the Advanced Subsidiary GCE and

Advanced Level GCE subject criteria for Geography; these areprescribed by the regulatory authorities and are mandatory for allawarding bodies.


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Section B Edexcel Limited 2007 Edexcel GCE in Geography2

Aims The aims of the Edexcel Advanced Level GCE in Geography are to:

develop and apply their understanding of geographical conceptsand processes to understand and interpret our changing world

develop their awareness of the complexity of interactions withinand between societies, economies, cultures and environments atscales from local to global

develop as global citizens who recognise the challenges of sustainability and the implications for their own and others lives

improve as critical and re ective learners aware of theimportance of attitudes and values, including their own

become adept in the use and application of skills and newtechnologies through their geographical studies both in andoutside the classroom

be inspired by the world around them, and gain enjoyment andsatisfaction from their geographical studies and understand theirrelevance.

AS/A2 knowledge,understanding andskills

This Advanced Subsidiary and Advanced GCE speci cation requiresstudents to:

develop knowledge and understanding of selected physical,human and environmental processes that underpin keygeographical concepts

develop a knowledge and understanding of the key concepts of place, space, diversity, interdependence, peopleenvironmentinteraction, the processes associated with these, and changeover time

study at a range of scales and understand the importance of scaleas a geographical idea

use a range of skills and techniques, including the use of mapsand images at different scales necessary for geographical study

carry out research, and out-of-classroom work includingeldwork, as appropriate to the topics selected

use modern information technologies, including geographicalinformation systems (GIS), as appropriate to the content

develop understanding of the application and relevance of geography.


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Specifcation overview B


A2 knowledge,

understanding andskills

In addition, the Edexcel Advanced GCE speci cation requiresstudents to:

undertake individual research/investigative work, includingeldwork

extend their understanding of geographical ideas, concepts andprocesses

identify and analyse the connections between the differentaspects of geography

analyse and synthesise geographical information in a variety of forms and from a range of sources

consider new ideas and developments about the changing natureof geography in the 21st century

critically re ect on and evaluate the potential and limitations of approaches and methods used both in and outside the classroom.


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Section B Edexcel Limited 2007 Edexcel GCE in Geography


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Edexcel GCE in Geography Edexcel Limited 2007 Section C

C Geography unit content

Unit 1 Global Challenges 17

Unit 2 Geographical Investigations 31

Unit 3 Contested Planet 49

Unit 4 Geographical Research 71


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C Geography unit content

Section C Edexcel Limited 2007 Edexcel GCE in Geography

Course structure

Edexcels GCE in Geography comprises four units and contains anAdvanced Subsidiary subset of two AS units.

The Advanced Subsidiary GCE is the rst half of the GCE courseand consists of Units 1 and 2. It may be awarded as a discretequali cation or contribute 50 per cent to the total Advanced GCEmarks.

The full Advanced GCE award consists of the two AS units(Units 1 and 2), plus two A2 units (Units 3 and 4) which makeup the other 50 per cent of the Advanced GCE. Students wishing

to take the full Advanced GCE must, therefore, complete all fourunits.

The structure of this quali cation allows teachers to construct acourse of study which can be taught and assessed either as:

distinct modules of teaching and learning with related units of assessment taken at appropriate stages during the course; or

a linear course which is assessed in its entirety at the end.


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Edexcel GCE in Geography Edexcel Limited 2007 Section C 7

Unit 1 Global Challenges AS compulsory unit Externally assessed

1.1 Unit description

Overview This unit poses questions which seek to explore the meaning,causes and impacts of a number of headline global issues. It givesstudents the opportunity to evaluate existing attempts to managethe problems they bring and challenges us to nd solutions for the21st century. Whilst its scale is global it is important that studentscan relate these issues to their own situations, becoming awarethat they too can have a say in and play a part in meeting theseglobal challenges .

Topics There are two compulsory topics that look at some of the bigissues which face us all:

Topic 1: World at Risk includes an introduction to a rangeof global natural hazards which threaten some areas of the worldmore than others and then focuses on climate change and globalwarming, seen by many as our greatest environmental challenge.

Topic 2: Going Global brings together todays rapid economicchanges which are impacting unfairly on people across the globe, and

the related international issues of population change and migration.

1.2 Assessment in ormation

Time and material 1 hour and 30 minute examination paper and resource booklet.

Questions andmarks

Candidates will be asked to answer all questions in Section A andone question in Section B.

Section A will make use of the resource booklet and consist of dataresponse, short-answer questions and objective items.

Section B will also make use of the resource booklet andcandidates own ideas and consist of a choice of Going Global orWorld at Risk longer/guided essay questions.



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Unit 1 Global Challenges


1.3 Topic 1: World at Risk

Global hazards Global natural hazards vary in type and distribution and fall intotwo main categories hydrometeorological and geophysical.The risks involved can turn hazards into natural disasters. Thisis especially true where a number of hazards occur together andwhere the population is already vulnerable often as a result of high population density or poverty. These multiple hazard hotspots show how when faced with disaster the poor lose lives and therich may lose money.

Climate change Climate change is considered by many to be the worlds greatest

problem (technically a context hazard); and so a chronic, large-scale threat to people. Uncertainty about its impact is inevitableas scientists struggle to make rm predictions. It is an unfairworld in which the wealthiest countries have emitted most of thegreenhouse gases and the poorest ones are most vulnerable totheir impacts. This topic poses questions about the causes of globalwarming, its relationship to long-term climate change, and thedirect and indirect impacts that result.

It also considers some of the solutions, whether global or local,and the complexity of managing international concerns against a

background of national and personal self-interest. It also providessuggestions for tackling a variety of global hazards.


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Global Challenges Unit 1


1 Global hazards

Enquiry question: What are the main types o physical risks acing the world and how big athreat are they?

What students need to learn Suggested teaching and learning

Disasters result when hydro-meteorologicalhazards (cyclones, droughts and oods); andgeophysical hazards (earthquakes, volcanoesand landslides/avalanches) threaten the life andproperty of increasing numbers of the worldspeople.

Exploring the concepts, processesand terminology relating to naturalhazards, disasters and globalwarming.

The R isk of disaster grows as global H azardsand peoples Vulnerability increases, while theirCapacity to cope decreases.

Making use of the disaster riskequation: R = H x V

C

Global warming arguably the greatest hazardwe currently face is a chronic hazard; haswidespread impacts; raises issues of injustice(polluters and vulnerable victims); and hascomplex solutions.

Assessing the status of globalwarming as the worlds numberone problem.

(This is foundation work that maybe used as a starting point orincorporated into the teaching of this unit as required, dependingupon the prior learning of students.)


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Section C Edexcel Limited 2007 Edexcel GCE in Geography20

2 Global hazard trends

Enquiry question: How and why are natural hazards now becoming seen as an increasing global threat?


Some types of hazards are increasing inmagnitude and frequency, and having greaterimpacts upon people and their lives.

Researching databases (egCRED) for evidence of the sizeand frequency of the top sixglobal natural hazards (cyclones,droughts, oods, earthquakes,volcanoes and landslides/avalanches) upon lives, property,infrastructure and GDP.

Natural disasters are increasing because of acombination of physical and human factors

the unpredictability of global warming andEl Nio events leading to increasing naturalhazards

the increasing exploitation of resources(eg deforestation), world poverty, rapidpopulation growth and urbanisation.

Exploring examples of hownatural and human activities arecombining to cause increasingdisaster scenarios eg storms,

oods and population change.

Trends show that the number of people killed isfalling, whereas the number affected, and theeconomic losses are escalating.

Developing an awareness of howand why disasters are affectingmore people and causing moredamage yet lives are being saved,using examples of hazard events.


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3 Global hazard patterns

Enquiry question: Why are some places more hazardous and disaster-prone than others?What students need to learn Suggested teaching and learning

An assessment of the real or potential naturalhazard risks by using evidence about past orlikely future events and their impact on people,property and the environment in their localarea.

Exploring the local area to assessthe risks from natural hazards suchas ooding and global warming.

The distribution of the worlds major naturalhazards both hydrometeorological hazards andgeophysical hazards (see 1).

Comparing and explaining variousglobal distributions via maps andreports like the World Bank HazardManagement Unit.

Disaster hotspots occur when two or morehazards occur in vulnerable places:

case study of the California coast

case study of the Philippines; a vulnerablelocation.

Researching the causes, impactsand interaction of multiple hazardsin contrasting hotspots.


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4 Climate change and its causes

Enquiry question: Is global warming a recent short term phenomenon or should it be seen as part o longer-term climate change?


The current phenomenon of global warmingshould be set in the context of longer, mediumand short term climate change. A range of evidence from ecology, historical records andclimate change should be reviewed.

Researching the evidence of:

longer-term, eg pollen analysis,ice cores, and past glacial/sealevel change

medium-term, eg historicalrecords, tree rings andretreating glaciers

recent, eg scienti c researchfrom weather, ocean, polar iceand ecosystem changes.

The causes of climate change may be bothnatural and human (anthropogenic).

Exploring the role of variations inearth orbit, solar output, cosmiccollision and volcanic emissions, aswell as enhanced greenhouse gas

emissions.

Recent climate change (global warming) isunprecedented in historical terms and scientistsnow argue that human causes may be more toblame.

Assessing whether global warmingis something unique or just amedium-term trend in the longerterm pattern of climate variations.


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5 The impacts o global warming

Enquiry question: What are the impacts o climate change and why should we beconcerned?


The direct impacts of projected global climatechanges:

a case study of environmental and ecologicalimpacts of Arctic warming in the Arctic region

a case study of the complexities of economicimpacts across the African continent and howit could lead to disasters for poor people.

Developing an awareness of thedirect impacts of global warmingthrough case studies of vulnerableplaces to understand the resultingenvironmental, ecological andeconomic impacts.

The indirect impacts such as the eustatic rise insea level (global inundation).

Investigating how sea level risemay have a disproportionatelybigger effect on some countriesusing examples such as the SouthSea islands or Bangladesh (thedisaster scenario).

The impacts of climate change are dif cultto predict and emissions scenarios, such asthe IPCC model, may vary (from business asusual to sustainable) and could be affectedby attempts to manage the impacts of climatechange.

Researching the value of differentscenarios and models in predictingfuture trends such as rising sealevels.

The evidence that combined impacts couldlead to catastrophic, irreversible changes andcontribute to a more hazardous world.

Exploring the concept of a tippingpoint.


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6 Coping with climate change

Enquiry question: What are the strategies or dealing with climate change?What students need to learn Suggested teaching and learning

How strategies:

attempt to limit the impacts of climate changeat various scales

involve adapting to climate change.

Weighing up mitigation strategiesand adaptation strategies using arange of examples of each.

The con icting views and role of the key playersin managing climate change includinggovernments, business, NGOs, individuals andgroups. The complexities of a global agreement.

Developing an awareness of:

the complexities of a globalagreement such as the Kyotoprotocol and its implications forspeci c countries

national and small-scalestrategies for limiting climatechange

the contributions of individualsto help reduce the impacts

of climate change, eg carbonfootprints.

Whilst most people argue for act local, thinkglobal, management is needed at all scales andprogress is likely to be incremental.


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7 The challenge o global hazards or the uture

Enquiry question: How should we tackle the global challenges o increasing risk and vulnerability in a more hazardous world?


Increasing risk and uncertainty threatens majordisruption to people and the environment at aglobal scale bringing water shortages and foodinsecurity.

Developing an awareness of howother global problems (eg con ict,famine, climate change andpoverty) make managing globalhazards more dif cult.

The world should recognise that global warmingis one of the biggest challenges it has facedand make innovative choices, adopt sustainablestrategies and understand the cost and bene tsinvolved.

Investigating and weighing upstrategies to manage globalwarming, such as energyef ciency, conservation, decreasingcarbon emissions, alternativeenergy and reafforestation.

Solutions to a hazardous world, at all scales,need to focus on the underlying issues of riskand vulnerability.

Developing an awareness of,for example, local ood risk,regional poverty and internationalstrategies to tackle a world at risk.


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1.4 Topic 2: Going Global

Globalisation Globalisation and the links it creates is happening at an ever-increasing pace. Whilst some argue that it spreads wealth andpower in bene cial ways, there is widespread concern about theway in which globalisation impacts on economies, societies andenvironments. Many researchers argue that it is creating an unfairworld in which rich consumers exploit the worlds poorest peoples,who remain unfairly or poorly connected to the wider world.Action to develop a more sustainable approach to these challengesis leading to dif cult decisions at a variety of scales from theindividual to global markets.

Populationmigration

One of globalisations inevitable effects is that people areencouraged to move to escape from poverty or to take advantageof new opportunities. This escalating population migration (bothwithin and between countries) is creating a new populationdynamic. The rate of these changes is occurring at all scales,challenging individuals, communities and governments. Studentswill research the growth of megacities and migration relating to EUenlargement, as well as undertaking a brief personal demographicstudy linking their own roots with the wider global picture.

The consequences of going global are considerable but there needsto be a realisation that global agreements, green strategies andethical purchases can modify the negative results of globalisation.

1 Globalisation

Enquiry question: What is globalisation and how is it changing peoples lives?


The concept and development of globalisation(the connections between people andenvironments across the globe).

Exploring the concepts, processesand terminology relating toglobalisation, population changeand migration.

The factors which have acceleratedglobalisation.

Investigating the expansion of TNCs, international organisationsand global markets.


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The effects of globalisation on populationmovements.

Exploring the nature of theunprecedented numbers of voluntary/economic migrants.

(This foundation work maybe used as a starting point orincorporated into the teaching of this unit as required, dependingupon the prior learning of students.)

2 Global groupings

Enquiry question: What are the main groupings o nations and what di erences in levels o power and wealth exist?


The disparities in global wealth and poverty,through broad economic and political groupingsof countries (such as NICs, OPEC, LEDCs, LDCs,OECD, and trade blocs like NAFTA).

Developing an awareness of the various ways of classifyingnations into global groupings andhow these change over time, inresponse to international tradeagreements and changes in wealthand power.

TNCs play a crucial role in the development andspread of global business and trade.

Investigating the role of TNCs andtheir global signi cance, using asuitable case study.


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3 Global networks

Enquiry question: Why, as places and societies become more interconnected, do some places show extreme wealth and poverty?


Global networks (such as air travel, TNCs, andtourism) create ows of trade, money, workersand information, which switch on some placesmaking them rich and powerful; while othersmay become switched off and remain poor.

Investigating how examples of global networks create globalpatterns and can increase ordecrease connectivity.

The role of technology (such as communicationsand the internet) in a shrinking world.

Researching the role of air travel,telecoms and the internet inpromoting an interconnected world.

Why some places are winners as signi cantproducers and consumers, having valuablephysical and human resources; whereas othersare losers remaining poorly connected.

Researching how naturalresources, energy, labour pools,skills, and culture can be magnetsfor investment and in uenceglobal connectivity, allowing newIndian and Chinese companies tobe winners and parts of Africa

losers.

4 Roots

Enquiry question: How does evidence rom personal, local and national sources help usunderstand the pattern o population change in the UK?


An analysis of population change (family size,population structure, migration, employmentand social aspirations) using family histories orrecords.

Investigating by family tree/historyor records how the local populationhas changed.

How social and economic factors such as20th century changes in patterns of work andimprovements in health, hygiene, nutrition andeducation have had an impact on UK populationand migration.

Researching the depression, babyboom, decline of heavy industry,south east drift in the UK and thegrowth of consumerism.


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The geographical challenges resulting from agreying population.

Researching the economicand social effects of an ageingpopulation eg dependency,retirement, health and welfareprovision.

5 On the move

Enquiry question: How is migration changing the ace o the EU?

What students need to learn Suggested teaching and learningKey migrations into Europe at an internationalscale, contrasting recent and earlier (post-colonial) ows.

Developing an awareness of the cultural-economic linkagesbetween European countries andthe wider world.

Key movements within Europe include:

a case study of post-accession labour owsfrom eastern Europe

a case study of retirement ows toMediterranean locations.

Researching and explainingmovements of Polish and otherworkers to the UK, and Britonsretiring to Spain.

The economic, social, environmental andpolitical consequences of these movements andthe issues and reactions they create.

Weighing up the consequencessuch as nationalism, culture,religion, citizenship andimmigration policy/controls.

6 World cities

Enquiry question: What is driving the new urbanisation taking place and what are itsconsequences?


How rural-urban population migration feeds thegrowth of million and megacities.

Showing awareness of the causesand processes of rural to urbanmigration.


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Megacities in differing countries develop incontrast ways, focusing on destinations fornewcomers (shanty towns and inner city) andmovers (suburbanisation).

Researching and appreciating thediversity of two megacities (cycleof urbanisation of one Europeanand one Asian city).

The consequences of this new growth, especiallyin megacities and whether it can be sustained.

Thinking critically about cities of the future, especially in China andIndia, and whether sustainableurban living is achievable.

7 Global challenges or the utureEnquiry question: What are the social and environmental consequences o globalisation and can we manage these changes or a better world?


Globalisation brings both positive and negativechanges ie a two-speed world.

Weighing up the positiveand negative effects of masspurchasing of commodities, suchas food miles, exporting jobs,

packaging and worker exploitation,etc.

The moral and social consequences of globalisation, such as the exploitation of workers or cultures in some countries.

Thinking critically about whetherthe lives of rural to urban migrantsare improved.

Reducing the environmental and social costsof globalisation requires action at a variety of scales from local (recycling/land ll etc) to global(carbon credit trading, etc).

Researching and weighing upthe viability of conservation andgreen strategies and the dif cultdecisions individuals, societies,businesses and countries mayhave to take.

The viability of green strategies and ethicalpurchases to conserve and manage resources tocreate a more equitable world (such as buyinglocally or fair trading).

Developing an awareness thatcountries and individual consumerscan have impacts on global povertybrought about by globalisation.


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Unit 2 Geographical Investigations AS compulsory unit Externally assessed


Overview Students must choose one physical topic and one human topicfrom the four topics offered in this unit.

Physical topicsTopic 1: Extreme Weather , with its increasing ferocity andfrequency, fascinates some people and threatens many others.

OR

Topic 2: Crowded Coasts reveals how increasing developmentis testing our ability to manage these valued environments.

Human topicsTopic 3: Unequal Spaces explores the causes andconsequences of rural and urban disparities and how to managethem.

OR

Topic 4: Rebranding Places focuses on how we need to re-image and regenerate rural and urban places, using appropriatestrategies.

Topics Fieldwork , research and practical work are all seen as a part of the wider investigation process. They form an intrinsic part of eachof these topics and this will be re ected in their assessment byexamining various parts of the geographical enquiry sequence.

The physical topics pose questions which explore how we mightbest manage some of the challenges we face from the naturalworld, while the human topics focus on our need to better managerural and urban places in the 21st century. They give studentsthe opportunity to look at issues at a local or small scale, relatingthese to their own lives and experiences as well as comparing theirresearch areas to a wider world context.


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Unit 2 Geographical Investigations


Time and materials 1 hour examination paper comprising of two sections and aresource booklet.

Questions andmarks

Candidates will select and answer one physical question fromSection A and one human question from Section B based on theirchosen topics. The questions require longer responses, each withthree parts, designed to include data response, investigation andevaluative skills and related impacts/management issues. Eachquestion will be worth 35 marks.

Candidates will be expected to use the resource booklet provided,their own ideas, relevant eldwork and research which theyhave carried out. Candidates must not take materials into theexamination.

There are a total of 70 marks for the examination.

2.3 Topic 1: Extreme Weather

Extreme weather Extreme weather includes a range of phenomena that involveextremes of temperature, precipitation, wind and atmosphericpressure. They in turn develop from a variety of meteorologicalconditions. This topic looks at how extreme weather events leadto immediate, subsequent and longer term hazards. Storms, river

oods and drought clearly illustrate the environmental, social andeconomic impacts of extreme weather impacts that are closelyrelated to the type of hazard involved and the economic situationof those affected. Risks from extreme weather, such as ooding,are increasing and much of this is our fault. If extreme weather

conditions are becoming more frequent and more severe, thentougher, fairer and more intelligent decisions will need to be takenin both the short and longer term.

Fieldworkand researchopportunities

Fieldwork opportunities include a weather log, ood impactssurvey, ood/drought risk assessments and ood managementassessments . Research work could relate to weather records,satellite images, hurricane data, and use of statistics for ood/drought events as well as evaluations of various managementstrategies.


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Geographical Investigations Unit 2

1 Extreme weather watch

Enquiry question: What are extreme weather conditions and how and why do they lead toextreme weather events?


There is a wide variety of extreme (severe orunexpected) weather phenomena.

De ning and examining thenature and distribution of differenttypes of extreme weather, suchas tropical cyclones, temperatestorms, tornadoes, ooding,blizzards, winter weather, heatwaves, res, and drought.

Fieldwork and research , using a weatherdiary and synoptic maps, into meteorologicalconditions (air masses, pressure systemsand fronts) which can in uence changes intemperatures, precipitation and winds. Theselead to contrasting weather events such asthe development of a depression or seasonalanticyclones.

Using primary and secondarysources to monitor and understandhow differing weather patternsrelate to underlying meteorologicalconditions.

Contrasting examples of how extreme weatherconditions develop such as hurricanes, snowand ice, and drought.

Researching meteorologicalprocesses such as a hurricanesequence, UK or USA winterconditions and an extendeddrought.

2 Extreme impacts

Enquiry question: What are the impacts o extreme weather on people, the economy and the environment?


An extreme weather hazard can have differentimpacts depending on the severity of the event,a locations level of economic development andthe vulnerability of those affected.

Researching how the impacts of extreme weather vary in intensityand in different parts of the world.


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Fieldwork and research into the social,economic and environmental impacts of extremeweather created by:

an immediate disastrous weather event such as a tornado or hurricane

a subsequent additional hazard such aslocalised river ooding

a longer-term trend or condition such as aheat wave or drought.

Using primary and secondarysources to investigate impacts onhomes, business, health, lives,infrastructure, production andhabitats.

Examining speci c examples of the impacts of extreme weatherevents, such as Hurricane Mitch, alocalised ood event and droughtin New South Wales as well asexamples relating to similarcurrent events.

3 Increasing risks

Enquiry question: How are people and places increasingly at risk rom and vulnerable toextreme weather?


Evidence that extreme weather hazards inthe UK and elsewhere are becoming morefrequent and involve higher risk due to naturaland human causes such as climate change,demographics and land management.

Investigating how the increasedincidence and risk of weatherhazards is affected by climatechange, global warming,population growth along rivers andcoastlines, and poor managementof land.

Fieldwork and research to investigate how asmall stream or part of a river catchment cansuffer increased ood risks resulting from:

meteorological causes

the physical characteristics of the area

growing urbanisation, land use change andattempts at management.

Using primary and secondarysources to investigate and analysea range of causes of increased

ood risks at a local scale such asin Carlisle or Uck eld, including forexample:

heavy/prolonged precipitation orsnow melt

geology, vegetation and slopes

land use and management.


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4 Managing extreme weather

Enquiry question: How can we best respond to and cope with the impacts o extremeweather?


Fieldwork and research into ways of managing and responding to extreme weatherevents using short- and longer-term strategies,and how some management strategies are moresuccessful than others.

Using primary and secondarysources to investigate strategiessuch as USA hurricane warning,Environment Agency oodprotection and risk assessments ata local scale, eg York.

The role of new technology in improvingcommunity preparedness, event forecasting andreducing impacts of disasters.

Researching the role of technologyand its application to extremeweather management suchas forecasting (NOAA), oodmonitoring or the use of droughtresistant crops.

Ways to manage drought through physical,social, economic and political responses incontrasting areas.

Assessing sustainable longer-termsolutions for tackling droughtsuch as water management andadapting farming techniques as insouth east England or Ethiopia.

2.4 Topic 2: Crowded Coasts

Crowded coasts The coastal zone is one of the most densely populated areasglobally because of favourable locational factors, yet it is an area of immense environmental value. This topic allows students to carryout detailed studies of contrasting coastal environments at a local/small scale, exploring competing and con icting land uses, andevaluating the pressures created by development. It considers howvulnerable and valuable coastlines face a growing physical risk fromrapid coastal erosion and coastal ooding. It provides an overviewof coastal management, looking at protection and conservationstrategies for the present and the future.


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Fieldwork

and researchopportunities

Fieldwork opportunities include surveys of coastal developmentand land use, coastal management, and the state of the coastalenvironment. Opportunities for research work include satelliteimages to show coastal change, maps to calculate coastal erosion,shoreline management and statistics for coastal retreat and

ooding.

1 Competition or coasts

Enquiry question: Why is the coastal zone so avoured or development?


How physical factors create variety in a range of different coastal environments.

Examining the range of naturalfactors that in uence coastalenvironments and their value,eg geology, geomorphology andecosystems.

The factors which have led to exponentialpopulation growth in some coastal

environments:at land, soil fertility, equable climate, and

biodiversity

potential for shing, recreation/tourism,industrial and port development andaccessibility.

Developing awareness of theexponential population growth

in accessible and popular coastalareas.

Fieldwork and research to show how thesefactors have shaped the development andgrowth of contrasting crowded coasts over time.

Investigating the growth of contrasting crowded coasts such asa UK resort coastline and a foreign

one eg a Spanish Costa or theFlorida coast.


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2 Coping with the pressure

Enquiry question: How do various coastal developments create competition and con ict?How can these pressures be resolved?


How development lead to patterns of zoning incoastal areas and how competition for spaceputs pressure on coastal environments.

Exploring:

land use in a resort/port

the need for planning control asthe available land decreases andrate of development intensi es.

Fieldwork and research into the pressures onthe coast when development and conservationmeet head on including:

the overuse of resources, pollution, otherdevelopments

the destruction of high-value coastal habitats.

Using primary and secondarysources to investigate thepressures associated with coastaldevelopment, eg:

analysing the impacts of shing,aquaculture, marine and beachpollution and tourism

assessing the value of and levelof destruction in, eg sand dunes,salt marshes or SSSIs.

There are economic bene ts and environmentalcosts to coastal development which in uencethe success of the development equation andinvolve the views of stakeholders and theircon icting needs.

Exploring a suitable case study egDibden Bay or Akamas (Cyprus)to:

assess the bene cial economicimpacts of development againstthe environmental costs (using,eg CBA and EnvironmentalImpact As)

examining the views andobjectives of interested parties(using Con ict matrices andvalues analysis).


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3 Increasing risks

Enquiry question: How is coastal development increasingly at risk rom and vulnerable to physical processes?


The growing level of coastal developmentfaces increasing risks from coastal erosion and

ooding because of:

rapid coastal erosion along vulnerable coasts

the impact of rising sea levels in areas of dense population and high value installations,particularly those that may be subject totsunamis and storm surges.

Developing an awareness of how coastal environments arethreatened by the growingincidence of coastal hazards suchas rapid erosion in Holderness and

ooding in the Thames estuary andAceh (Indonesia).

Fieldwork and research into rates of coastalretreat or degree of coastal ood risk and theresulting impacts on developments and peopleat a small scale.

Using primary and secondarysources to investigate and analysethe pace and impacts of coastalerosion or ooding such as atTowyn, Start Bay or Holderness.

4 Coastal management

Enquiry question: How is coastal management adapting to new ideas and situations?


How the spectrum of coastal managementstrategies (hard engineering to do nothing) hasevolved into shoreline management planning.

Investigating the range of coastaldefences available, both traditionaland modern, and how the various

options relate to what is feasible,cost-effective and appropriate.


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Fieldwork and research into:

the success of coastal defence schemesthe value of strategies used to manage a highvalue coastal environment.

Using primary and secondarysources to investigate andevaluate:

the success of coastal defencesalong a small stretch of coastline, eg Start Bay

the conservation andmanagement of a fragile oroutstanding coastline eg, Oxwichor Purbeck.

Management strategies for the future includesustainable and integrated approaches such ascoastal realignment and Shoreline Managementplans (ICZM).

Assessing the value of sustainableand ecological approachesusing suitable examples suchas the Blackwater estuary(Essex), the Sussex SMP or theNorthumberland ICZM.

2.5 Topic 3: Unequal Spaces

Rural and urbaninequality

Movements of people, money and changing opportunities affectall parts of the rural-urban continuum. Whilst some areas ourish,others struggle and inequalities develop at a variety of scales even between neighbouring people and groups. This topic exploresthe social, political and economic causes of disparities and identi esthe haves and have-nots. It then focuses on a more detailedevaluation of a range of strategies which have been designed toremove or manage inequalities, in the countryside, towns and cities.

Fieldwork

and researchopportunities

Fieldwork opportunities include local environmental and housingquality surveys, investigating disparity of crime/vandalism, accessto services and mobility (especially in rural areas, eg emergencyservices, travel, shopping and education). Investigations mightexamine the causes of inequality, using surveys, questionnairesor oral histories, or evaluate the impacts of schemes and projectstrying to tackle inequality. Opportunities for research work couldmake use of census data to show the pattern of disparity/inequalityof opportunity. It could also involve use of Landsat, planningdocuments, maps and statistics (eg crime or service provision),evaluating decline or improvement over time. Rural workcould involve applying a modern day Clokes index.


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1 Recognising inequality

Enquiry question: What are unequal spaces and what causes them?What students need to learn Suggested teaching and learning

The idea of inequality at a variety of scales andin contrasting areas.

Developing an awareness of inequalities in different areas.

The processes that lead to uneven levels of environmental quality, social opportunity, wealth(and poverty) and quality of life.

Researching the processes thatcreate differing levels of inequalityin peoples lives.

Fieldwork and research , to explore thepattern of spatial inequality in one rural andone urban area using primary surveys andsecondary data.

Using primary and secondarysources to investigate patternsof spatial inequality such asland use, environmental quality,accessibility/mobility, zones of exclusion together with censusdata, employment gures,planning documents, and old mapsand photographs.

2 Inequality or whom?

Enquiry question: What impact do unequal spaces have on people?


Inequality can lead to social and economicexclusion and polarisation, by denyingopportunities and access to services in urban

and rural areas.

Investigating the impacts of reduced opportunities and facilitiesin rural and urban areas such as

in deprived areas of inner cities,peripheral estates, shanty towns, andcontrasting remote rural areas.

How inequality creates marginalised groups ina variety of ways in rural and urban areas.

Becoming aware of how we can allexperience the effects of inequalityby gender, age, race and religion,employment, education, income,health and disability.


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Fieldwork and research into inequality canhelp to:

produce criteria to identify the spatialpattern of the haves and have-nots inrural and urban areas

design a checklist to evaluate schemes totackle inequality.

Using primary and complementarysecondary (statistics and census)information to:

investigate spatial patterns of inequality using evidence of deprivation based on ideas above,eg poverty, housing, quality of life,segregation

audit could be based on outputs such as jobs created, new businessstart-ups, etc and outcomes likechanges in socio-economic or

physical conditions.

3 Managing rural inequalities

Enquiry question: How can we manage rural inequality and improve the lives o the rural poor? How success ul have particular schemes been?


There are serious social, economic andenvironmental problems and barriers creatingrural inequality that need to be overcome.

Examining the main problems andbarriers to equality including lack of access to affordable housing, localemployment and basic services.

Fieldwork and research into the successof speci c examples of ways to reduce ruralinequalities using contrasting solutions suchas:

appropriate technology

community involvement and empowerment

improving access to transport and services

local employment

sustainable solutions .

Using primary (eg includingvideo and audio evidence, surveyof functions/employment) andsecondary sources to investigatethe success of named rural schemesinvolving for example:

broadband access, reliable watersupplies

help for women, co-operatives,self-help groups

dial a bus, mobile services,deliveries, post of ces in pubs

farming for environmentalprotection, diversi cation

National Parks, co-operatives,

bottom-up strategies.


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4 Managing urban inequalities

Enquiry question: What strategies can be used to combat inequality in urban areas? How success ul have particular schemes been?


There are social, economic and environmentalproblems associated with urban inequalities andkey players are involved in delivering solutions.

Developing awareness of theproblems associated with urbaninequality and the key players suchas international agencies, charities,governments, local and regionalauthorities, groups and individuals.

Fieldwork and research into the successof speci c examples of ways to reduce urbaninequalities using contrasting solutions such as:

self-help schemes

traf c and public transport

town planning initiatives

business initiatives

crime and policing.

Using primary and secondaryresources to investigate thesuccess of named urban schemesinvolving for example:

shanty builds, residentsassociations, neighbourhoodwatch

congestion charging, park andride, Oystercards

sustainable communities, WHOUrban Healthy Planning Initiative

minimum wage, furnitureschemes, targeted recruitmentform particular communities

video surveillance,neighbourhood policing.


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2.6 Topic 4: Rebranding Places

Rebranding The rural and urban environment includes a variety of places,some characterised by wealth, opportunity and excitement,others suffering from dereliction, deprivation and ghting tosurvive. Rebranding involves both re-imaging and regeneration,and includes a wide range of strategies by which places reinventthemselves to provide a more prosperous future. This topic exploreswhy rebranding is necessary (eg spiral of decline, economicreadjustment, and social problems) and explores how public/privatefunding can be used to implement agship and community projectsto improve holistically the environment, social fabric, lifestyle,

and economy of places. Rebranding can be achieved by a numberof strategies such as diversi cation of employment, landscapeimprovement, sports tourism, and the use of innovative andsustainable technology, often in combination.

Fieldworkand researchopportunities

Fieldwork opportunities should allow students to studycontrasting examples in both rural and urban areas. Investigatingareas within the built environment which require re-imaging andredevelopment (eg use of quality surveys on housing, streetfurniture). Planning an urban tour taking photographic evidence,using questionnaires could be used to explore re-urbanisation

and economic changes associated with such developments.Investigations might evaluate rural and heritage projects,Research work could include reviewing websites that promote re-imaging projects while census data (www.statistics.org.uk) is a richseam of information from which to explore eg inward migration of particular socio-economic groups into areas (evidence of lteringand gentri cation).


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1 Time to rebrand

Enquiry question: What is rebranding and why is it needed in some places?What students need to learn Suggested teaching and learning

How places re-invent and market themselvesby regeneration and re-imaging to attract work,residents and visitors.

Investigating the different typesof rebranding and re-imaging andtheir purpose.

Ideas for rebranding towns and the countrysidefocusing on leisure and tourism, National Parks,culture, festivals etc to create a sense of identityand community.

Developing an awareness thatdifferent places use a variety of means to rebrand, for exampleLiverpool, Notting Hill, Wessex.

Why rebranding is needed in some placesand the social, economic and environmentalprocesses involved.

Examining why rebranding isneeded because of, for examplethe spiral of decline, loss of industry and population change.

Fieldwork and research into the pro le of places in need of rebranding, using surveys andsecondary data.

Using primary and secondarysources to investigate these featuressuch as environmental quality,photo panoramas, Goad maps,residential quality, neglect anddereliction, housing, employment,health and census data.


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2 Rebranding strategies

Enquiry question: Who are the rebranding players and what strategies exist or places toimprove themselves?


The potential role of players in the rebrandingprocess.

Investigating the role of variousplayers such as public partners,private rms, headline sponsors,capitalists, agencies, not-for-pro torganisations and government/EUdepartments.

Fieldwork and research into a range of ruralstrategies such as:

rebranding local activities and farming.Integrated projects in the post-productioncountryside including rural heritage andspecialist food-towns

using innovative arts and media projects andnew technologies including community radio,

lms and the internet.

Using primary and secondaryinformation to investigate a rangeof strategies that have beenapplied to rural areas such as:

rural heritage and food towns,eg Ludlow

rural theatre, community radio,the internet.

Fieldwork and research into urban strategiesthat include the following approaches:

changing the built environment by rebrandingof shopping, commercial and residential areas

promoting city identity

using sport as a catalyst for change andpump-priming engine

rebranding a declining coastal holiday resort.

Using primary and secondaryinformation to investigate a rangeof strategies that have beenapplied to urban areas such as:

city centre agship schemes andnew waterfront locations aimedat tourism such as Birmingham,Newcastle

regional and cultural centressuch as Bradford

enabling regeneration andeconomic recovery such as theManchester CommonwealthGames or the 2012 LondonOlympics

redevelopment in coastal resortssuch as Newquay and Blackpool.


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Rebranding for a sustainable future. Researching examples of theuse of legacy facilities, newinfrastructure, conservationmeasures and involving peoplesuch as in Barcelona.

3 Managing rural rebranding

Enquiry question: How success ul has rebranding been in the countryside?

What students need to learn Suggested teaching and learningFieldwork and research into the success of speci c examples of ways to implement ruralrebranding using contrasting solutions such as:

rural tourism promoted via the media

rural technology

adding value locally

rural diversi cation in the post-productive

countryside

Using primary sources such as oralhistories/interviews, maps, visitorsurveys, sphere of in uence,activity maps, and questionnairesalongside secondary sources, toinvestigate the success of namedrural schemes such as:

Last of the Summer Wine country

broadband provision in theHighlands and Islands of Scotland

leap-frogging landlines tomobile phones in India

farm diversi cation schemes;organic food products

rural enterprise schemes such asthe Eden Project.


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4 Managing urban rebranding

Enquiry question: How success ul have urban areas been in rebranding themselves?What students need to learn Suggested teaching and learning

Fieldwork and research , into the success of speci c examples of ways to implement urbanRebranding using contrasting solutions such as:

agship schemes in city centres, waterfronts,shorelines gentri cation of suburbs

heritage and tourism in historic centres

sport and leisure provision.

Using primary (eg digitalphotographs to record the useof innovate design and newmaterials, use of spaces etc) mapsof particular facilities and land-uses and secondary sources toinvestigate the success of named

urban schemes such as:Birmingham city centre,Newcastle waterfront

gentri cation in Islington,Camden

history and culture in York orRome

the Olympics, ManchesterCommonwealth Games, Shef eld

Student Games venues

rebranding of a coastal resort,eg Blackpool.


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Unit 3 Contested Planet A2 compulsory unit Externally assessed


Overview The use and management of resources is a key issue for geographyand todays world. Consumption patterns highlight stark inequalitiesbetween regions, countries and groups of people. Many resourcesare nite, and rising consumption means that dif cult decisionsover the use of resources will have to be taken more frequently.

The planet is contested in a variety of ways, for example:

countries and groups are demanding access to a diminishingresource base (for instance fossil fuels, freshwater suppliesand timber)

groups are con icting over the use of resources and theirprotection the conservation versus development debate

there are questions of economic development and inequality should wealth creation or wealth redistribution be the primary goal?

there is debate over the management of resources shouldthe aim be to make current patterns of consumption moresustainable, or are more radical actions needed?

the question of whether technological development is thesolution to problems of resource depletion and environmentaldegradation, or is it part of the problem?


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Unit 3 Contested Planet

Topics In this unit, students should investigate the distribution of resources, and the physical factors that result in this distribution.They should also consider how humans utilise these resources,and the problems of providing resources to people as well as anawareness of the costs of doing so. Consideration should also begiven to how a nite resource base should be managed. Threetypes of resources are considered within three topic areas:

Topic 1: Energy Security

Topic 2: Water Con icts

Topic 3: Biodiversity Under Threat.

The inequality in resource use is re ected in consumption patterns.

A large number of resources are used by a small number of largeeconomies, whereas many countries could be said not to use their

fair share. These issues are investigated through the study of:

Topic 4: Superpower Geographies

Topic 5: Bridging the Development Gap.

The role of technology in overcoming resource scarcity, incomeinequality and environmental management is considered byinvestigating:

Topic 6: The Technological Fix?


Time 2 hour and 30 minute examination paper comprising of two sections and a resource booklet including synoptic resources.

Questions andmarks

Candidates will be asked to select and answer two questions fromfve in Section A and all questions in Section B.

Section A will consist of a choice of two data stimulus essayquestions from fve each totalling 25 marks. The ve questions willbe based on ve of the six topics for Unit 3.

Section B (Synoptic investigation) will focus on the sixth topicunexamined in Section A. This topic will change in each examsitting and will be revealed through the pre-released advanceinformation. Section B will consist of one question in three parts.The total mark for the question will be 40. The question will makeuse of the pre-released synoptic materials reproduced in theexamination resource booklet.



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Contested Planet Unit 3

Materials A resource booklet will be provided in the examination. This willinclude synoptic resources. The synoptic resources only will be pre-released to candidates as advance information four working weeksbefore the examination via the Edexcel website (www.edexcel.org.uk). There is no restriction on the use of pre-released synopticresources in teaching prior to the examination.

Candidates must not take their pre-released synoptic resources intothe examination as these will be reproduced in the resource booklet.

Synopticinvestigation

Students should develop an overview which links the six topics andaddresses the question of managing the contested planet. Thisshould take the form of an assessment of:

1 Players the role of individuals, pressure groups and politicalmovements, governments, business and international agencies inmonitoring and managing the planet. This should include the viewsheld by these players, and an understanding of the basis for holdingthese views, for instance the value different players place onquestions of conservation, development and the future of the planet

2 Actions the role of local, national and international actions.This should include an assessment of why actions at some scales aremore achievable and successful than at others. Contrasts between

neo-liberal, market-led approaches and socialist and grassrootsmodels, as well as sustainable development, should be made

3 Futures the question of the future of the planet should beaddressed through a comparison of business as usual models,sustainable futures which may alter the future but possibly notenough to prevent many problems, and more radical approachesinvolving concepts such as green growth.


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3.3 Topic 1: Energy Security

Energy Humans use a wide range of energy sources. However, theycurrently depend heavily on fossil fuels; ultimately a nite resource.Physical factors mean that the geography of fossil fuels, andrenewable energy potential, is uneven. Access to energy resourcespartly depends on physical factors, but also on the availability of capital and technology. Combined, these factors result in someareas experiencing energy surpluses (energy security), while otherareas suffer energy de cit (energy insecurity). Economic wealthand potential depend on energy supply, and with demand forenergy growing, there is potential for con ict over supply.

Security Securing supply is a key issue, and there are potentialenvironmental and political risks associated with exploiting newresources. Major players in the energy issue, such as TNCs andIGOs, are powerful and their role is increasingly important. Thefuture of energy exploitation and supply is unclear. This is partlydue to uncertainty about how long fossil fuel reserves will last, andpartly due to the dif culties of nding acceptable and cost effectivealternative energy sources. There is a wide range of potential futureenergy scenarios, each with its own supporters.

1 Energy supply, demand and security

Enquiry question: To what extent is the world energy secure at present?


There are many energy sources that can beclassi ed in different ways ( ows of renewablesources, stocks of non-renewable and recyclablesources) and that have different environmentalcosts.

Investigating types of energyresources, their classi cation, andcontrasting the environmentalimpacts associated with theirproduction and use.

Access to and consumption of energy resources,both renewable and non-renewable, is notevenly distributed, and depends on physicalfactors, cost, technology and public perception.Some areas suffer from energy poverty, whileothers have a surplus.

Examining the distribution of fossilfuel resources, and renewablepotential, globally and incontrasting countries.


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Demand for energy is growing globally, and atregional and local scales, especially in developedand emergent economies such as China andIndia.

Examining trends in global energysupply and demand by source,type of economy and economicsector.

Energy security depends on resource availability(domestic and foreign) and security of supply,which can be affected by geopolitics, and is akey issue for many economies.

Developing an awareness that thatthere is little excess capacity toease pressure on energy resourcesand therefore energy insecurityis rising, particularly for niteresources.

2 The impacts o energy insecurity

Enquiry question: What are the potential impacts o an increasingly energy insecure world?


Energy pathways, between producers andconsumers, are complex and show increasinglevels of risk eg the trans-Siberian gas pipeline

into Western Europe, or Middle Eastern supplies.

Examining developments in thegeography of energy infrastructureand supply pathways that connect

producers to consumers.

There are real risks, in economic and politicalterms, if energy supplies are disrupted.

Developing awareness thattensions exist between energyproducers and consumers, andthat these can result in increasedrisk (rising costs) and con ict.

Increasing energy insecurity has stimulatedexploration of technically dif cult andenvironmentally sensitive areas, such asthe Arctic circle, the West Shetland eldand Canadian oil shales, which may incurenvironmental costs.

Investigating the costs andbene ts of exploiting new areasand resources, in economic,human and environmental terms.

Energy TNCs, OPEC countries and other largeproducers are increasingly powerful players in theglobal supply of energy.

Investigating the increasingeconomic and political powerof selected energy TNCs andproducer groups.


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3 Energy security and the uture

Enquiry question: What might the worlds energy uture be?What students need to learn Suggested teaching and learning

There is uncertainty over both global energysupply in terms of reserves (eg peak oil andgas) and demand (economic growth rates,conservation of resources, a switch to renewablesources).

Investigating a range of energysupply and demand, and economicgrowth projections to develop anawareness of uncertainty.

There are different responses to increasingenergy demands such as business as usual reliance on fossil fuels or the adoption of alternative sources such as nuclear, or windpower. Each has costs and bene ts, such asfuture climate change, and local opposition.

Weighing up the advantages and

disadvantages of contrastingenergy options in terms of theirtechnical feasibility, economics andenvironmental impacts, includingwaste products.

Energy insecurity may lead to increasedgeopolitical tension and the potential forcon ict, eg in the Middle East, or between gasconsumers in Europe and producers in Russia,as consumers attempt to secure supplies.

Developing an awareness thatstriving for energy security withina business as usual frameworkmay increase the risk of geopolitical tension in productionhotspots.

Meeting future energy needs in developing,emergent and developed economies whileavoiding serious environmental degradationrequires up-scaling of radical new approaches(conservation, recyling, reliance on renewables,carbon credits and green taxation) involvingdif cult choices.

Weighing up radical policies andinvestigating their sustainabilityas well as examining the attitudesof different players towards thesealternative energy futures.


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3.4 Topic 2: Water conficts

Water resources Water, like energy, is a fundamental human need, but is not evenlydistributed. Physical factors play a key role in determining thegeography of surface and groundwater supplies, as does humanmanagement and mis-management of the water resource base.Increasingly demand for water, which is growing, does not matchsupply and this can have implications for human wellbeing. Demandfor water resources comes from various users, and in additionwater resources are often trans-boundary in nature.

Water confict The potential for con ict both local and international is high,

and in many cases water resource use exceeds recharge capacityleading to long-term degradation. The future of water supply is indoubt in many areas, due to unsustainable use and the threat of climate change; increasingly it is already vulnerable populationswho stand to suffer the most. Developing management strategiesto ensure supply will require the co-operation of many differentplayers, and changes in the way water is valued and used.

1 The geography o water supply

Enquiry question: What is the geography o water supply and demand?


Water supply is controlled by physical factors,such as climate, geology and surface processes;supply can be from surface or groundwatersources; fresh water supply is a nite resource.

Investigating the worlds globalfresh water supply, and developingan understanding of its link toclimate zones, river systems andsubsurface geology in terms of aquifers.

There is often a growing mismatch betweenwater supply and demand, which can lead towater stress either locally, or across wholeregions eg economic growth in the RICs such asChina and India.

Researching trends in water use,stores and supplies and identifyingareas of water stress.


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Human activity can affect water availability,through processes such as pollution of supply,over abstraction and salt-water incursion; thiscan exacerbate water stress.

Investigating the processesthat can lead to water supplydeterioration in terms of bothquantity and quality, and theplayers involved in this.

Access to water is often related to andcontrolled by wealth and poverty, especially indeveloping and emerging economies.

Exploring the link between waterinsecurity and poverty/wealth incountries at contrasting levels of development.

2 The risks o water insecurity

Enquiry question: What are the potential implications o an increasingly water insecure world?


The development, extraction and use of watersources can lead to environmental and supplyproblems eg in the Middle Eastern or India/

Bangladesh, with severe implications for humanwelfare and economic activity.

Developing awareness that wateravailability is fundamental tohuman health and sustainable

economic growth.

There is potential for water con ict wheredemand exceeds supply, and where severalplayers use the same water system.

Exploring how water and its usemay be a signi cant cause of tension and may strain relationsbetween and within countries egMiddle Eastern or Himalayan riversystems.

Increasingly water supply is a geopolitical issue,often with a trans-boundary dimension eg watertrading along the Colorado between states of the USA, the rise in water treaties, and thepolitical power associated with these.

Investigating the role of agreements and treaties betweenareas and surplus and de cit,and weighing up the winners andlosers.

There are environmental and political risks of developing pathways between areas of watersurplus and of de cit nationally (eg in Australia)and internationally (eg between Israel andTurkey).

Developing an understanding of how and why pathways betweenwater sources and consumersare complex and why they showincreasing levels of risk in regionsof con ict.


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3 Water conficts and the uture

Enquiry question: What are the possible con icts and solutions to increasing demands or water?


Trends in water demand (improved standardsof living, economic growth in industry andagriculture) and supply suggest an increasinglyinsecure water future for many regions, such asthe Indian subcontinent. Climate change mayhave a signi cant impact in some areas.

Investigating projections, andthe causes of their inherentuncertainties (such as the role of global warming), of future watersupply and demand at global andregional scales.

Different players and decision makers havekey roles to play in determining the futurewater security; their aims may con ict (watercompanies, environmentalists, individual,government).

Developing awareness thatwater consumers, providers andgovernments face dif cult choicesin future decades, and that furtherexploitation of water resourcescould involve political con ict.

There are a range of responses to current andprojected demands for water such as divertingsupplies and increasing storage, for exampleChina and Brazil; or water conservation; orrestoration of lost supplies, for example the AralSea or Long Island.

Investigating alternative strategiesthat exist for managing watersupplies in future, in terms of theirsocial, economic, political andenvironmental costs and bene ts.

Technology may play a role in increasing watersupply, for instance wa

spec gce geography

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