WJEC GCSE Geography A
CPD Autumn 2012
Principal Examiners’ Feedback
on Units 1 and 2
Assessing AO3
Ideally 32/90 marks for
AO3 in Unit 1. What is the
implication for designing
schemes of work?
16
14
12
10
AO1
AO2
AO3
8
6
4
2
0
Unit 1
Unit 2
Unit 3
Interpretation of maps…
• Use points of
the compass
and the scale
line to
describe
– Distance
– Direction
OS map skills…
• Integrate OS and
other maps into
your thematic
teaching
• Use map evidence
means to take
specific detail
– named features
– grid refs
Saltmarsh floods at high
tide in grid square 3582
Low spot height at 302819
Embankments in grid square 3082
… 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 Higher
Action 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 Foundation
Action 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]