WJEC GCSE Geography A

CPD Autumn 2012

Principal Examiners’ Feedback on Units 1 and 2

Assessing AO3

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Unit 1 Unit 2 Unit 3

AO1

AO2

AO3

Ideally 32/90 marks for AO3 in Unit 1. What is the implication for designing schemes of work?

Interpretation of maps…

• Use points of the compass and the scale line to describe– Distance– Direction

• Integrate OS and other maps into your thematic teaching

• Use map evidence means to take specific detail– named features– grid refs

OS map skills…

Low spot height at 302819 Embankments in grid square 3082

Saltmarsh floods at high tide in grid square 3582

… and graphs

• Describe trend– Increase / decrease– Slow / rapid– Smooth / erratic / fluctuating

• Quantify to get final mark

Unit 1 Foundation successes

• Q1 Case study knowledge of Boscastle was used well by some.

• Q2 Keeling Curve: most candidates described trend and quantified it.

• Q3 many candidates were able to describe the effects of an earthquake on people – although named examples were lacking in (c).

• Q4 good graph skills and good understanding of factors affecting birth / death rates

Unit 1 Foundation Action points

• Many candidates need to develop extended writing that includes specific examples / detail.3 (c) Explain why people continue to live close to active volcanoes despite the dangers they pose. [5]

4 (c) Explain why many people in MEDCs now prefer to live in rural areas. [5]

6 (c) Describe ways in which aid agencies are helping LEDCs to meet one Millennium Development Goal you have studied. [5]

Unit 1 Foundation Action points continued

• In theme 1, understanding of the drainage basin and factors that affect flooding is weak.

• Processes / landforms on constructive plate boundaries are less well understood than destructive boundaries

• Scattergraphs (eg Q6) need practice

Unit 1 Higher successes

• Some improvement in extended writing with more candidates providing detailed/specific knowledge for 6 mark questions.

• Climate change is a secure area of knowledge / understanding for most.

• Some excellent responses to 3 (b):Explain how the impact of earthquakes on people’s lives may be reduced. [6]

Unit 1 HigherAction points

• Read question carefully Q1 (a) (iii)• Use examples to achieve level 3• Note marks available Q2 (a).• Develop the skill of drawing and

labelling a diagram Q3 (a) (iii).• Make full use of resources Q4 (b)

Unit 2 Foundation successes

• Theme 7 (coasts) identification of landforms is very good. Processes and landform development are explained v well by some – others need to explain process.

• Description of patterns on graphs is improving eg Q3 temperature pattern on climate graph of tundra described well.

• Theme 11 (retail and urban change) was answered well with good graph skills and candidates showing understanding of both benefits and problems associated with internet retailing.

Unit 2 FoundationAction Points

• Candidates need to practice past questions that test AO2 and AO3 eg use of compass points to describe location 4 (a) (i) Describe the location of the island of Lefkada. [2]

• Many candidates write very generic answers to 6 mark questions. They need to develop extended writing that includes specific and located examples eg Q2 overall quality was disappointing.2 (b) (iii) Using one or more examples explain ways in which the effects of tropical storms can be reduced. [6]

Unit 2 Higher successes

• Theme 8 K&U of summer and winter anticyclones is good and well supported by examples – perhaps better understood than cyclones?

• Quality of case studies is variable:The best candidates include specific

detail.Those used in the tourism are

generally better / more relevant.

Unit 2 Higher Action points

• Quality of both diagrams and labels / annotation remains poor.

• Some candidates confuse labelling with annotation.

Unit 2 Higher Action points continued

• Read the question eg Q1 (c) and 3 (c).1 (c) Rising sea levels pose a threat to many coastal areas. [8]

Explain how different coastal management strategies along the coastline can be used to reduce this threat.

3 (c) To what extent have people been successful in managing their use of natural ecosystems? [8]

Unit 2 Higher Action points continued

• Map reading skills: candidates need to be precise:3 (a) (i) Describe the global distribution of the tropical rainforest biome. [2]

• Case studies are often named but not developed. Add specific detail to show thorough knowledge and understanding eg Q3 and Q5.3 (c) To what extent have people been successful in managing their use of natural ecosystems? [8]