WJEC GCSE Geography A
Developing a DME for 2015
Developing ideas ....
for the DME
WJEC website: the tasks
and guidance for 2015
Opportunity for students
to make a decision
Controversy /
opinion / bias
The starting point for devising a DME
Exceptional
stimulus material
available
Specific staff
expertise
Opportunity for
fieldwork
Links with a planning
office / stakeholder
Theme
Generic tasks for the Decision Making Exercise in 2015
2
A report analysing how changes to transport might help to combat
climate change, which includes the candidate’s reasoned and justified
decision.
3
A report analysing how successful hazard reduction strategies may be in
volcanic zones, which includes …
4
A report analysing how successful strategies may be that attempt to
reduce migration from rural regions of Europe, which includes …
7
A report analysing how coastal management may need to change in the
future in the face of rising sea levels and coastal flooding, which
includes …
8
A report analysing the best ways for a European country to prepare for
extreme weather associated with high pressure which includes …
9
A report analysing the best ways to manage a tropical reef sustainably,
which includes …
10
A report analysing the extent to which rural tourism can be developed
sustainably which includes …
12
A report analysing conflicting opinions about the use of tidal power,
which includes …
A checklist for the DME
Will candidates have the opportunity to make a decision?
Developing ideas ....
for the DME
Can a range of specific viewpoints / bias be identified?
Is controversy at the heart of the DME?
Is the issue topical / current – is there a futures element?
Will the task arise naturally out of the teaching programme?
Can the task be completed within the 5 + 8 hours allowed?
Will the resources available be accessible to all students?
Preparing for the DME
What are the key concepts? What other context can I use?
Long term planning
about Teaching and
learning
Do students have data processing skills?
Have I taught students how to make a decision?
What resources are available to populate the folder?
Short term planning
about logistics
Do I need to book the ICT room / library?
Am I going to use separate
lessons, or block book time?
Dos and Don’ts – based on
the short guidance provided
with the tasks for 2015
• Do choose a contentious issue
where stakeholders have different
opinions and vested interests.
• Provide opportunities for students to
explain opinions and challenge bias.
Critically assess opinions
Who has
contributed?
Why are they
anonymous?
What emotive
language is used?
opinion
opinion
fact
What geographical
concepts are examined?
• Do teach the concepts, theories and
models that underpin your DME
before your candidates begin to
research the issue you have chosen
so they can apply their knowledge to
this new, unfamiliar context.
• Do provide candidates with the
opportunity to make a decision.
There are three effective ways to do
this:
• 1. Ask candidates to choose the best
location (from three) for a new
development eg the best site (from
three or more) for a tidal barrage.
• 2. Ask candidates to choose the best
option (from three or more options)
to create a sustainable solution eg
for a tropical rainforest DME in
Borneo, ask candidates to analyse
the advantages and disadvantages
of palm oil plantations, selected
logging and eco-tourism.
Banning fishing on sections
of the reef that have suffered
overfishing
Banning visitors from
damaged sections of the reef
to allow times for recovery
Restricting the number
of divers to some fragile
sites, perhaps by
increasing the cost of
access to the reef
CORAL REEF DME
Allowing one area to
become sacrificed to visitor
pressure eg the reef at
Cancun
Educating divers and tourists
to be more sensitive to the
needs of the environment
Offering alternative
employment to fishermen,
eg as visitor guides
Conservation and
restoration of the
ecosystem. This includes
careful monitoring of the
effects of pollution and
diving on the corals.
Spreading visitors over a wider
area so that their impact on each
section of reef is minimized
Making rainforest sites,
such as Bermudian
Landing, much more
accessible to tourists
• 3. Ask candidates to make a yes/no
decision based on evidence
presented by three or more different
groups who have a vested interest
eg. for a renewable energy DME ask
candidates to decide if a new wind
farm should be built in mid Wales.
• Do encourage candidates to
consider the sustainability of their
chosen option. What are likely to be
the longer term effects of their
decision on people, the economy
and the environment?
–
–
–
–
–
In the short term …
In the long term …
Group A will benefit because …
The environment will be damaged by …
Option A causes less social problems than
option B because …
Teach methods of
decision making
How will the environment be affected?
Who are making decisions
about change – raising
questions about the
involvement of local
communities or the imposition
of decisions from above.
Will jobs be created or lost?
Will local people benefit?
What kinds of skills?
How will people be affected?
Will the local community benefit?
• Justifying a decision may require
support but writing frames must not
be used. Support students by
practicing the skill during normal
teaching and learning.
Basic structure
This section could include:
What is the problem? Is there any evidence (consider the raw data on visitor numbers) of mass
tourism in St Lucia? What attracts the tourists? What problems are caused
by mass tourism?
What are the
options?
What are the advantages and disadvantages of each option?
How might each option affect people / environment?
What consequences might each option have in the short / long term? What
do people think (consider bias) about the option? Who are the stakeholders?
What is my decision? Which is the best option? Can the options be prioritised? How would my
decision affect stakeholders?
Why is this option
better than the
others?
Why is my decision better for people / environment? Is my decision more
sustainable? Is my decision based on firm / valid evidence?
To conclude: what are the key issues?
 Do candidates have the opportunity to
make a decision:
 Analyse
 Choose / prioritise
 Justify
 Do students have the opportunity to
consider bias and / or opinion of
stakeholders?
 Have you provided data in the resource
pack so that candidates demonstrate
processing / presentational skills?