Name: _______________________________
GEOGRAPHY A2 COURSE
GUIDE
AQA AS level specification (2030)
CONTENTS:
Course Outline – Page 2
Teaching – Page 2
Expectations – Page 2
Cover work – Page 3
Resources – Page 4
Unit Overviews – Page 5
Assessment Criteria – Page 9
Sample exam questions – Page 11
Sample mark schemes – Page 15
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AQA Geography AS level specification (2030)
Unit
GEOG 3
GEOG 4b
Unit Title
Duration
Contemporary
Geographical Issues
Geographical Issue
Evaluation
2 hr 30
min
1 hr 30
min
Mode of
Assessment
Written
Examination
Written
Examination
Weighting of A
level
30%
20%
Course Outline
GEOG 3: Contemporary Geographical Issues
In this Unit you will study two Physical and one Human Geography themes. The themes we Study
are;

Plate Tectonics and Associated Hazards

Ecosystems: Challenge and Change

World Cities
GEOG 4: Geographical Issue Evaluation
Unit 4B is an issue evaluation exercise and, as such, demands the development of the range of
geographical skills, knowledge and understanding. Unit 4B allows you to extend the content of the
specification within the specialised context of issue evaluation. You will be given an Advanced
Information Booklet on March 22nd. You will be expected to familiarise yourself with this and read
around the issue for the examination.
Teaching
The teaching of the A2 course is split between a specialist team of two teachers as follows:
Mr Hayes (4 lessons over 2 weeks) – Ecosystems: Challenge and Change
Mr Trout (5 lessons over 2 weeks) – Plate Tectonics and Associated Hazards
You will be introduced to the Geographical Issue Evaluation by both members of staff once the
Advanced Information Booklet has been issued.
Expectations
We have exceptionally high expectations of you. If staff are going to plan strong lessons and
support you; then we expect a real level of commitment from you. Alongside the College
expectations we expect:
 All lessons should be attended and you should be on time. If you cannot attend a lesson for
any reason, it is courtesy to request permission from your teacher and also to get a copy of any
work that you miss.
 Work needs to be completed by the date set by your teachers. If you cannot meet a deadline
you must speak to your teacher BEFORE the deadline to request an extension.
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 You are expected to participate fully in class discussions, to ask questions and to get
involved in the learning.
 You need to bring your textbooks, paper and writing equipment to all lessons. It is not
appropriate at A Level to turn up to lessons without textbooks and all the materials that you
need.
If you do not meet our expectations then we follow the usual College ‘Cause for Concern’ process.
You have chosen to be in the College and rarely is this ever an issue.
Cover Work
Unfortunately there are occasions when your teacher may not be able to teach your lesson,
because they are either ill or are out of school. In this instance, cover work WILL ALWAYS be
set. The usual process is that the cover work will either:
Be given to you by the teacher, in the lesson BEFORE the lesson that is to be covered
OR
The work will be placed on the whiteboard in the College Common Room
If this has not occurred then it is your responsibility to find the other teacher who teaches your A
Level course and request work from them. A cover lesson is never a free period!
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Resources
Core Textbooks
Smith, J & Knill, R, Geography A2 Student Book, Nelson Thornes
Barker, A, Redfern, D & Skinner, M, AQA A2 Geography, Philip Allan Updates
It is your responsibility to look after any books that you borrow and return any college books at the
end of the year. You should use the books as you go through the course for essays and revision. It
is, important that you read about each unit without instruction from your teacher to gain a much
fuller understanding.
General Websites
AQA Geography A level: http://www.aqa.org.uk/subjects/geography/a-level/geography-2030
Student action on world poverty: www.peopleandplanet.org.uk
United Nations: www.un.org
The Environment Agency www.environmentagency.gov.uk
Internet Geography: www.geography.learnontheinternet.co.uk
SCool Revision Site: www.scool.co.uk/GeoResources
New Internationalist Magazine: www.newint.org
Resources by topic
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Unit Overviews
GEOG 3 – Contemporary Geographical Issues:
In this Unit you will study 3 topics, 2 of which will be physical and the other human centred. The
examination paper carries 90 marks and is divided into 3 section labelled A,B and C. Sections A
and B are short / extended style questions marked out of 25. Section C is synoptic essay based.
You are expected to answer 1 essay question which carries 40 marks.
Physical Option One: Plate tectonics and associated hazards



Earth structure, theory of plate tectonics and supporting evidence
Types of plate margins and associated processes and landforms
Hot spot activity
Vulcanicity:





Variations in volcanic activity in relation to type of plate boundary and types of lava
Intrusive and extrusive volcanic activity
Minor volcanic activity including geysers and hot springs
Major forms of extrusive activity – types of volcanoes
Nature, associated hazards and management of volcanic events with focus on case
studies – at least 2
Seismicity:




Causes, characteristics and associated hazards of earthquake events – with focus on
case studies – at least 2
Types of seismic waves
Earthquake measurement techniques
Tsunamis
Physical Option Two: Ecosystems: Change and Challenge



Definition of key terms
Identification of what an ecosystem is and how it is structured
Energy flows, trophic levels, food chains and webs within an ecosystem
Ecosystems in the British Isles with changes over time:



In-depth study of succession and climatic climax on a psammosere and halosere with
fieldwork opportunities. POSSIBLE COURSEWORK AREA.
Characteristics of the climatic climax in the temperate deciduous woodland biome
Study of heather moorland to illustrate the impacts of human activity on succession –
concept of a plagioclimax
The study of one tropical biome – the Tropical Equatorial Rainforests:

Main characteristics, adaptations and flora and fauna
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
Development issues in the biome in relation to biodiversity and potential for
sustainability
Ecosystem issues on a local scale:





Impact of human activity in relation to urbanisation
Urban niches, colonisation of waste land, ecologies along route ways
Planned and unplanned introduction of new species and impact of this
Changes in the rural urban fringe
One case study of ecological conservation area
Ecosystem issues on a global scale:


Relationship between human activity, biodiversity and sustainability
Management of fragile environments – conservation versus exploitation via 2
contrasting case studies
Human Option: Global Cities


Global pattern of world cities, millionaire cities and mega cities
Economic development and change in relation to urbanisation
Contemporary urbanisation processes:



Issues examined via case studies from countries and contrasting stages of development
Causes, effects and character of urbanisation, suburbanisation, counter-urbanisation, reurbanisation
Planning and management issues
Urban decline and regeneration within an urban areas:


Character and causes of urban decline
Urban regeneration, gentrification, property-led regeneration, co-operation between local,
regional, national and private sectors
Retail and other services:



Decentralisation of retail and other services
Case study of an out-of-town shopping centre
Case study of redevelopment of an urban centre – impacts and response
Contemporary sustainability issues in urban areas:


Waste management, recycling and other options
Transport and its management with focus on the development of integrated, efficient and
sustainable systems
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Geographical Skills Checklist



Annotation of illustrative material, base maps, sketch maps, OS maps, diagrams, graphs,
sketches and photographs.
Use of overlays
Literacy Skills
Investigative Skills
 Identification of geographical questions and issues, and effective approaches to enquiry
 Identification, selection and collection of quantitative and qualitative evidence from primary
sources (including fieldwork) and secondary sources
 Processing, presentation, analysis and interpretation of evidence
 Drawing conclusions and showing an awareness of the validity of conclusions
 Evaluation
 Risk assessment and identification of strategies for minimising health and safety risks in
undertaking fieldwork.
Cartographic Skills
 Atlas maps
 Base maps
 Sketch maps
 Ordnance Survey maps at a variety of scales
 Maps with located proportional symbols; squares, circles, semi-circles, bars
 Maps showing movement; flow lines, desire lines and trip lines
 Detailed town centre plans
 Choropleth, isoline and dot maps.
Graphical Skills
 Line graphs; simple, comparative, compound and divergent
 Bar graphs; simple, comparative, compound and divergent
 Scatter graphs and use of best fit line
 Pie charts and proportional divided circles
 Triangular graphs
 Kite and radial diagrams
 Logarithmic scales
 Dispersion diagrams.
 Kite Diagrams
ICT Skills
 Use of remotely sensed data; photographs, digital images including those captured by
satellite
 Use of databases, e.g. census data, Environment Agency data; meteorological office data
 Use of Geographical Information Systems (GIS)
 Presentation of text and graphical and cartographic images using ICT.
Statistical Skills
 Measures of central tendency; mean, mode, median
 Measures of dispersion; interquartile range and standard deviation
 Spearmans rank correlation test
 Application of significance level in inferential statistical results.
 Comparative tests; Chi-squared, Mann Whitney U Test
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Assessment Criteria
Quality of Written Communication (QWC)
GCE specifications which require candidates to produce written material in English must:
 ensure that text is legible and that spelling, punctuation and grammar are accurate so that
meaning is clear
 select and use a form and style of writing appropriate to purpose and to complex subject
matter
 organise information clearly and coherently, using specialist vocabulary when appropriate.
A2 Level Marking criteria
Level 1: attempts the question to some extent (basic)
An answer at this level is likely to:
• display a basic understanding of the topic
• make one or two points without support of appropriate exemplification or application of
principle
• demonstrate a simplistic style of writing perhaps lacking close relation to the terms of the
question and unlikely to communicate complexity of subject matter
• lack organisation, relevance and specialist vocabulary
• demonstrate deficiencies in legibility, spelling, grammar and punctuation which detract from the
clarity of meaning.
Level 2: answers the question (well/clearly)
An answer at this level is likely to:
• display a clear understanding of the topic
• make one or two points with support of appropriate exemplification and/or application of principle
• give a number of characteristics, reasons, attitudes (“more than one”) where the question
requires it
• provide detailed use of case studies
• give responses to more than one command e.g. “describe and explain..”
• demonstrate a style of writing which matches the requirements of the question and
acknowledges the potential complexity of the subject matter
• demonstrate relevance and coherence with appropriate use of specialist vocabulary
• demonstrate legibility of text, and qualities of spelling, grammar and punctuation which do not
detract from the clarity of meaning.
Level 3: answers the question very well (detailed)
An answer at this level is likely to:
• display a detailed understanding of the topic
• make several points with support of appropriate exemplification and/or application of principle
• give a wide range of characteristics, reasons, attitudes, etc.
• provide highly detailed accounts of a range of case studies
• respond well to more than one command
• demonstrate evaluation, assessment and synthesis throughout
• demonstrate a sophisticated style of writing incorporating measured and qualified explanation
and comment as required by the question and reflecting awareness of the complexity of subject
matter and incompleteness/ tentativeness of explanation
• demonstrate a clear sense of purpose so that the responses are seen to closely relate to the
requirements of the question with confident use of specialist vocabulary
• demonstrate legibility of text, and qualities of spelling, grammar and punctuation which contribute
to complete clarity of meaning.
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Level 4: Answers the question with depth, flair, creativity and insight
In addition to the requirements of Level 3, an answer at this level is likely to:
• provide strong evidence of thorough, detailed and accurate knowledge and critical
understanding of concepts and principles and of specialist vocabulary.
• give explanations, arguments and assessments or evaluations that are direct, logical,
perceptive, purposeful, and show both balance and flair.
• demonstrate a high level of insight, and an ability to identify, interpret and synthesise a wide
range of material with creativity.
• demonstrate evidence of maturity in understanding the role of values, attitudes and decisionmaking processes.
Mark Scheme for the Essay question
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Sample Exam questions (From January 2011)
Unit 3: Contemporary Geographical Issues
Plate Tectonics and Associated Hazards
1. Study Figure 1, a map showing a variety of tectonic features in the Philippines.
Comment on the degree to which the area of the Philippines might be subject to tectonic hazards .
2. Outline the formation of hot spots and explain their relationship to plate movement.
(8 marks)
3. With reference to two volcanic events that you have studied from contrasting areas of the world,
compare the nature of the volcanic hazard and its impact.
(10 marks)
Ecosystems: Challenge and Change
1. Study Figure 3, a photograph of a woodland in the British Isles. Describe and comment on the
characteristics of the vegetation shown in Figure 3. (7 marks)
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2. Describe and explain one of the following plant successions in the British Isles: lithosere,
psammosere, hydrosere or halosere. (8 marks)
3. With reference to one plagioclimax that you have studied, assess the impact of human activity
on plant succession. (10 marks)
World Cities
1. Study Figure 4 which shows a number of trends concerning changes in retailing and other
services. Comment on the trends shown in Figure 4. (7 marks)
2. Outline the characteristics of one out-of-town centre retailing area that you have studied. (8
marks)
3. With reference to one or more example(s), evaluate the success of redevelopment of urban
centres in response to recent trends in retailing. (10 marks)
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Plate Tectonics and Associated Hazards
“Volcanic and seismic events are major pieces of evidence towards proving that plate tectonics
theory is valid.” Discuss the extent to which you agree with this statement. (40 marks)
Option 2 Weather and Climate and Associated Hazards (40 marks)
Ecosystems: Change and Challenge
“Conservation and exploitation are incompatible goals in the management of fragile
environments.” With reference to examples, discuss the extent to which you agree with this
statement. (40 marks)
Unit 4 B: Geographical Issue Evaluation
1 (a) (i) Figure 1 is an extract from the table of data in Item 4 in the Advance Information Booklet
Outline a graphical technique to present these data and explain why you chose this technique.
(7 marks)
1. (a) (ii) North Belfast and Duncairn Ward need special help to deal with urban deprivation.
Discuss the evidence for this. (10 marks)
1. (b) Suggest reasons for the urban decline in Duncairn Ward since the 1970s. (12 marks)
2. Discuss the extent to which the following initiatives are likely to help regenerate
Duncairn Ward:
● Laganside Corporation and its successor bodies
● Department for Social Development Urban Regeneration Schemes
● the work of the North Belfast Partnership. (15 marks)
3. Your A-level geography group has been asked to do a piece of fieldwork to evaluate the
success of urban regeneration schemes designed to improve environmental quality in part of an
inner city ward in an urban area. Describe how you would assess environmental quality in an inner
city ward. (10 marks)
4. You should have carried out research into Laganside using one or more websites. Critically
evaluate one or more of the websites that you visited. (6 marks)
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Sample mark Schemes (from January 2011)
UNIT 3
Plate Tectonics and Associated Hazards
1. The Philippines are a hazardous area in terms of tectonic activity. The islands are surrounded by a series of ocean
trenches (names could be given) which are formed at destructive plate margins. Subduction and the subsequent
creation of earthquakes are therefore possible.
The islands have a series of volcanoes (names again given), each of which present hazards from eruptions,
pyroclastic flows and lahars.
Students may be aware of previous events at Pinatubo and Mayon. Associated with these, there are a series of active
faults running north/south across the island; again the possibility of plate movement and earthquakes.
Mark scheme
Level 1 (1-4 marks) (Midpoint 3)
Simple statements of tectonic activity on the islands: listing of volcanoes, trenches. Limited or simplistic attempt to
explain why these would present hazardous environments.
Level 2 (5-7 marks) (Midpoint 6)
Attempts to explain or develop points made above, that suggest why the existence of tectonic features may present
hazards. Some explanation of what processes must underpin an ocean trench/volcano/active fault zone and may
create additional hazards. Assessment is explicit.
(7 marks)
2. Vulcanicity is normally associated with plate margins but, in the centre of the Pacific Ocean occur the volcanic
Hawaiian islands which are not connected with any plate boundary. It is believed that this volcanic area is caused by a
localised hot spot beneath the Pacific plate. A concentration of radioactive elements inside the mantle may cause
such a hot spot to develop. From this, a plume of magma rises to eat into the plate above. Where lava breaks through
to the surface, active volcanoes occur above the hot spot.
The hot spot is stationary, so as the Pacific plate moves over it, a line of volcanoes is created. The one above the hot
spot is active and the rest form a chain of islands of extinct volcanoes. The oldest volcanoes have put so much
pressure on the crust that subsidence has occurred. This, together with marine erosion, has reduced some of these
old volcanoes to seamounts below the level of the ocean. From this evidence it is clear that the Pacific plate is moving
northwest. This is further evidence that the Earth ís crust is moving.
Mark scheme
Level 1 (1-4 marks) (Midpoint 3)
Simple statements of process, such as location and the creation of volcanoes. No or limited references to plate
movement.
Level 2 (5-8 marks) (Midpoint 6)
More sophisticated statements of process, such as its cause. The existence of a chain of seamounts/volcanoes with
clear references to plate movement.
(8 marks)
3. Vulcanologists have traditionally classified volcanoes according to the nature of the eruption. This classification is
based on the degree of violence of the explosion, which is a consequence of the pressure and amount of gas in the
magma and silica content of the magma. The nature of the eruption will range from quiet (Icelandic and Hawaiian)
associated with basaltic lava, to moderate (Vesuvian) with andesitic lava, to violent (Krakatoan or Plinean) with
rhyolitic lava. A volcanic event can have a range of impacts, affecting the area immediately around the volcano or the
entire planet. Effects can be categorised into primary and secondary.
Primary effects consist of:
• tephra
- solid material of varying grain size, from volcanic bombs to ash particles, ejected into the atmosphere
• pyroclastic flows
- very hot (800C), gas-charged, high-velocity flows made up of a mixture of gases and tephra
•lava flows
•volcanic gases
- including carbon dioxide, carbon monoxide, hydrogen sulphide, sulphur dioxide and chlorine.
Secondary effects include:
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•lahars
- volcanic mud flows such as those that devastated the Colombian town of Armero after the eruption of Nevado del
Ruiz in November 1985
•flooding
- melting of glaciers and ice caps such as the Grimsvotn glacial burst on Iceland in November 1996
•tsunamis
- giant sea waves generated after violent caldera-forming events such as that which occurred on Krakatoa in 1883
•volcanic landslides
•climatic change
- the ejection of vast amounts of volcanic debris into the atmosphere can reduce global temperatures and is believed
to have been an agent in past climatic change.
Volcanic effects become a hazard when they impact upon the human and built environments, killing and injuring
people, burying and collapsing buildings, destroying the infrastructure and bringing agricultural activities to a halt.
Level 1 (1-4 marks) (Midpoint 3)
Simple statements of nature and/or impact which could apply to any volcanic hazard. No specific detail provided.
Level 2: (5-8 marks) (Midpoint 6)
Specific statements of nature and/or impact which can be clearly attributed to named areas and/or volcanoes access
this level. Comparison is implicit.
Level 3 (9-10 marks) Midpoint 9)
A fully developed answer, with good elaboration of the nature and impact of two volcanic events. A rounded answer
with a full explicit comparison of the two events.
(10 marks)
Ecosystems: Challenge and Change
1. The photograph shows an area of temperate deciduous woodland (Hardcastle Crags in W. Yorkshire). The trees
are naturally occurring on a steep slope and there are large areas between each tree. Undergrowth is limited ñ there
are signs of bracken and little else other than leaf litter. Light seems to be penetrating the woodland, and combined
with the leaf litter it would suggest that the time period is spring (dense leaf cover has not yet developed). The trees
are birch and beech, though oak would be accepted. The leaves are typically broad and thin. Due to the open nature
of the canopy, the trees start to branch and leaf close to ground level. There is no evidence of management of the
woodland ñ probably due to the steepness of the slope. There is some evidence of fallen trees ñ natural processes or
due to storms?
Mark scheme
Level 1 (1-4 marks) (Midpoint 3)
Simple listing of features and characteristics with no developed commentary on any aspect.
Level 2 (5-7 marks) (Midpoint 6)
Commentary on the nature of the vegetation as seen. Some sophistication of description, and/or evidence of
geographical thinking
(7 marks)
2.
Example: a lithosere
In the UK, a lithosere develops as follows: The bare rock surface is initially colonised by bacteria and algae, which can
survive where there are few nutrients. Bare rock tends to be very dry and there is rapid surface run-off. The pioneers
begin to colonise, starting with lichens which can withstand the acute water shortage. They begin to break down the
rock and assist water retention. As water retention improves, mosses begin to grow. These also improve water
retention and weathering to produce the beginnings of a thin soil in which more advanced plants can grow.
Ferns, herbs and flowering plants appear. As these die back, bacteria convert their remains into humus, which helps
to recycle nutrients and further improve soil fertility.
Shrubs start to grow, shading out some of the grasses and herbs. Pioneer trees become established. These are
mainly fast-growing species such as willow, birch and rowan. Slower-growing tree species begin to develop, such as
ash and oak.
Initially they are in the shade of shrubs, so they only appear in the later stages of the succession. They are the
dominants of the climatic climax community - temperate deciduous woodland.
Example: a hydrosere
In a freshwater environment, such as a pond, the first plants to develop are submerged aquatics. These help to trap
sediment which enables other species, such as aquatics with floating leaves, to move into the area.
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The next seral stage sees the growth of reed beds and swamp conditions and, as plant debris accumulates with
increased thickness of silt and sediment, the surface rises above the water level to produce a carr or fen. Colonization
by alder and fern begins, these plants further modify the environmental conditions, improving drainage and mineral
content of the immature soil and so allowing for the entry of willow and ash.
Eventually the climatic climax vegetation of deciduous oak or beech woodland is reached. Throughout the succession
there are progressive changes to the soil condition, the ground level micro-climate and the faunal activity as the
ecosystem is modified through time.
Level 1 (1-4 marks) (Midpoint 3)
Simple statements of description and/or explanation. Depth of understanding of succession is limited.
Level 2 (5-8 marks) (Midpoint 6)
Detailed statements of description and explanation. There is a clear sense of succession with several stages identified
and explained. Understanding is thorough.
(8 marks)
3. An example of a plagioclimax in the UK is heather moorland. Many of the uplands in Britain were once covered by a
climax vegetation of deciduous woodland, particularly oak forest. Heather (Calluna vulgaris) would have featured, but
only in small amounts. Gradually the forests were removed, for a variety of purposes, and as the soils deteriorated
without the deciduous vegetation, hardy plants such as heather came to dominate the uplands. Sheep grazing
became the major form of agriculture and the sheep prevented the regeneration of climax woodland by destroying
young saplings. Many of these uplands have been controlled by managed burning to encourage new heather shoots.
Burning has eliminated the less fire-resistant species, leading to the dominance of heather. When heather is burnt,
one of the aims is to ensure that as much as possible of the available nutrient fund is conserved in the ecosystem. In
many areas, heather is burnt on average every 15 years. If a longer time elapses there is too much woody tissue, the
fires burn too hot, and nutrients are lost in the smoke. If the burning was not continued, the heather moorland would
degenerate, eventually allowing the entry of trees and a succession to woodland. Much of the present vegetation of
the UK is a plagioclimax, largely as a result of clearance from the Roman and Anglo-Saxon periods through to the
eleventh century. By this time only about 10% of the original woodland remained in England and Wales.
Mark scheme
Level 1 (1-4 marks) (Midpoint 3)
Simple statements of human activity and its impact on vegetation, with no specific detail provided, nor any attempt to
assess its effect.
Level 2 (5-8 marks) (Midpoint 6)
Specific descriptive statements of human activity and its impacts, someof which may be clearly attributed to a named
or located example. Assessment is tentative and implicit.
Level 3 (9-10 marks) (Midpoint 9)
A fully developed answer, with good elaboration and clear detail of the chosen plagioclimax. Assessment of effect is
explicit.
(10 marks)
World Cities
1. Figure 4 (top) shows that retail floor space overall has grown significantly over the period, and that the majority of
the growth is due to the development of OOTC retail parks. Indeed their growth has been ever expanding. However,
there has also been small growth of CBD locations, which may not have been expected. Figure 4 (lower) shows the
expected falls in food shops, newsagents, comparison goods and financial services. Some of this will be due to
competition from OOTCs but some may be due to rationalisation. The falls are relatively small compared to
expectations? Increases have been in expected areas: charity shops, restaurants and bars, hair and beauty, with
more vacant properties. Note the data shows a sample of small town centres ñ perhaps they are less affected by
decentralisation trends!
Mark scheme
Level 1 (1-4 marks) (Midpoint 3)
Simple statements of changes/trends, generally no qualification or accurate quantification. No commentary.
Level 2 (5-7 marks) (Midpoint 6)
Commentary accesses this level following creditworthy description, including qualitative and/or quantitative
assessment.
(7 marks)
2. The Trafford Centre, Manchester Nearly 5.5 million people (almost 10% of the UK population) live within 45 minutes
drive of the Trafford Centre. People can travel from Liverpool in the west, Leeds to the east, Stoke-on-Trent in the
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south and as far as Preston to the north. In 2005, 29.4 million people visited the centre. It was designed to be more
than just a shopping centre, with a 1,600-seat food court, an 18-lane ten-pin bowling alley, a LaserQuest arena and a
20-screen cinema. Since its opening various additions have been made, and a further expansion, called Barton
Square, aimed at furniture, kitchens and furnishings, was completed in 2006.
The Trafford Centre offers the following:
•very good motorway links ñ being close to Junctions 9 and 10 of the M60, with easy links to the M6, M61, M62 and
the M602 to Manchester city centre.
•11,000 free car parking spaces, broken up into discrete segments each of which has its own automatic capacity
monitoring system which can relay messages to the advice-signing on the on-site roads and on public roads
approaching the centre from the motorway network
•a bus station with the capacity to deal with 120 buses per hour
•facilities for the disabled which are regularly spaced within the complex. These include a Shop Mobility Unit offering
scooters and wheelchairs
•a weatherproof, air-conditioned and safe environment
•its own security system, with a tannoy and a meeting point for lost children
•a full range of peripheral services, such as a post office, banks and travel agents.
Mark scheme
Level 1 (1-4 marks) (Midpoint 3)
Statements of general features of OOTC areas, with no sense of location to the named area. Basic or limited
statements of the named area only. No depth of understanding.
Level 2 (5-8 marks) (Midpoint 6)
Detailed statements of the characteristics of the chosen OOTC area. There is a clear sense of place, and a sense of
individuality. Depth is apparent.
(8 marks)
3. Despite the negative predictions of the previous section, CBDs do continue to flourish alongside the new out-oftown locations. In some cases, the CBD has moved slightly in one or more directions; in other cases it has re-invented
itself with new indoor shopping areas or malls. A number of strategies are being devised to help reverse the decline of
city centres, including:
•the establishment of business and marketing management teams to coordinate overall management of CBDs and
run special events
•the provision of a more attractive shopping environment with pedestrianisation (which increases pedestrian safety),
new street furniture, floral displays, paving and landscaping
•the construction of all-weather shopping malls which often have integral low-cost parking
•the encouragement of specialist areas, such as attractive open street markets, cultural quarters and arcades
•the extensive use of CCTV and emergency alarm systems to reduce crime and calm the fears of the public,
particularly women
•the organisation of special shopping events such as Christmas fairs, late-night shopping and Sunday shopping sometimes referred to as the 24-hour city.
Many cities are also encouraging the development of functions other than retailing to increase the attractions of a
CBD, including:
•encouraging a wider range of leisure facilities, including cafe bars, restaurants, music venues (such as the Arenas in
many city centres), cinemas and theatres that people visit in the evening
•promoting street entertainment, such as at Covent Garden in London
•developing nightlife, such as clubbing, for example in Manchester and Leeds. (There are negative issues associated
with this, including the high level of policing that is necessary.)
•establishing theme areas, such as the gay area in Manchester and the cultural quarters in Sheffield and Stoke
•developing flagship attractions, for example the photographic museum in Bradford
•constructing new offices, apartments, hotels and conference centres
•encouraging residential activities to return to city centres by providing flats to rent above shops; redeveloping old
buildings (a form of gentrification) or building new up-market apartments (re-urbanisation)
•economic statements of success e.g. greater footfall and greater spending could also feature
Level 1 (1-4 marks) (Midpoint 3)
Simple statements of urban centre redevelopment schemes/policies which could apply to any area of the country. No
specific detail provided, nor any attempt to evaluate success.
Level 2 (5-8 marks) (Midpoint 6)
Specific descriptive statements of an urban centre redevelopment scheme(s)/policy(ies) some of which can be clearly
attributed to a named example(s). Evaluation is tentative and implicit.
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Level 3 (9-10 marks) (Midpoint 9)
A fully developed answer, with good elaboration and clear detail of the chosen urban centre redevelopment
scheme(s)/policy(ies). Evaluation is explicit
(10 marks)
Essay Questions (40 marks)
Tectonic Hazards
Appropriate content for a response to this question might include:
•An understanding of vulcanicity and volcanic events
•An understanding of the causes and main characteristics of earthquakes
•An understanding of plate tectonics theory
•The distribution and movement of the earths major plates sea-floor spreading, subduction and conservative margins
•The distribution of plate boundaries and their relationship to volcanoes and vulcanicity, and earthquakes and
seismicity.
Synopticity could emerge with some of the following:
•The development of continental drift theory by Alfred Wegener and the evidence used, including both geological (e.g.
continental fit, glaciations) and biological (fossil evidence)
•The emergence of the ideas of plate tectonics which explain the movements and the emergence of
palaeomagnetism and its significance
•Recognition that there is a variety of scales upon which evidence can be collated. Some events are large scale, e.g.
2004 tsunami; others are small scale, e.g. earthquake in Market Rasen
•Recognition that evidence occurs throughout the world, including continental and oceanic
•A critical understanding that there is a range of evidence that is used to prove plate tectonics theory and that at
present vulcanicity and seismic activity are the proof that continental drift continues.
This question clearly requires a discussion and the response should try to come to a view with regard to the
statement. Any conclusion is valid and can be credited as long as it is measured and reasonable, and related to the
content of the answer.
Ecosystems
An understanding that a fragile environment is one which is easily
disturbed and that lacks resilience to change.
•A clear understanding of each of the concepts of conservation and exploitation.
•An understanding that many fragile environments can cross national boundaries, creating international management
challenges.
•Fragile environments in developing countries may pose further management problems due to levels of finance,
technical expertise
etc.
•Human activity, either conservation or exploitation have both positive and negative consequences.
•References to examples of management schemes at varying levels of development.
Synopticity is therefore achieved by:
•Evidence in the breadth/depth of case-study material
•Detailed critical understanding of the underlying problems faced when trying to manage fragile environments in some
more remote/fragmented locations
•Recognising the varying capacity to manage fragile environments with a comparison made between areas along the
development continuum
•Recognition of variation in the attitudes of different groups of people in different parts of the world, with varying
economic and political systems and their attitude towards the management of fragile environments.
This question clearly requires a discussion and the response should try to come to a view with regard to the
statement. Any conclusion is valid and can be credited as long as it is measured and reasonable, and related to the
content of the answer.
UNIT 4B
1 (a)(i) For presenting three pieces of data, adding up to 100%, the most probable
technique is to use a pie chart.
To do this draw a circle and divide it, using a protractor into three segments.
To work out the size of each segment multiply the % by 3.6. Draw the segments in order, starting from 12 clock.
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Add a key. This is useful because it is very visual and easy to see the relative proportions in each piece of the pie. If a
number of wards were to be compared, the pies for each could be placed on a map. The circles could even be drawn
in proportions to show the total population of each ward, if that information were available.
However, it might be difficult to read off the exact figures from such a graph. If the exact figures might be needed it
could be better to use a bar graph, with a scale on the side that made it easy to read the figures in each bar. These
could also be placed on a map, if there were several sets of data available.
It just might be useful to show the figures on a triangular graph, if there were a number of different sets of data and if
the aim was to show whether the wards could be divided into a number of different groups with similar characteristics.
(7 marks)
Mark scheme
Level 1 (1-4 marks) (mid-point 3)
Allow 1 mark for choice of a relevant technique which would show three sets of data clearly. Basic explanations of
how to do the technique, or of why it was chosen, allow progression through the level.
Award marks for points shown on any diagram that is drawn to accompany
the written answer.
Level 2 (5-7 marks) (mid point 6)
If there is a clear explanation of the technique that would allow an intelligent person to understand how to do the
technique or how to read the results, and some clear relevant justification, the mark reaches Level 2.
With increasing depth and detail in the justification, the mark rises through the level.
There might be reasons for choosing one technique and rejecting another possible technique.
There might be justification which puts this technique in a broader context i.e. to compare Inner North Belfast (INB)
with Belfast and N Ireland. The technique must be clearly outlined and justified to get to Level 2.
1 (a)(ii) INB has a higher dependency ratio than either Belfast or N Ireland. In particular the area has a higher % of
over 60s than either of the other two areas.
Statistics show that it has a higher % of Catholics than the other two areas. Of itself this does not provide strong
evidence for urban decline but it is generally accepted that the Catholic population has been more deprived than the
Protestant. However, the footnote to the table suggests that INB has a very fragmented population distribution and
that this can lead to small enclaves of deprivation and to problems with travelling for work and for services.
The statistic for lone parent households with children shows a particularly strong concentration in INB. This is often
both a cause and an effect of other social and economic problems. It might be linked to high unemployment levels,
difficulties with returning to work, educational underachievement, etc.
The proportion of lone pensioner households is also high in INB by comparison with the other areas. This is not so
obviously linked with multiple problems as the lone parent statistic is, but it may still indicate poverty and the need for
more social care than is generally found.
There is a very low availability of access to cars. This indicates poverty in itself but it also might make it more difficult
for people to travel for work or to travel to take advantage of the lowest price supermarkets, etc., which are unlikely to
be found in run down inner city areas like this.
Limiting long term illness and poor health are both considerably higher in INB. Again this indicates poverty in itself and
may contribute to further poverty because people are less available for work. These figures also show that there is
greater need for health services in this area providing another pressure for regeneration.
All the sets of statistics in the four paragraphs above can be linked to social exclusion because each indicates
problems with mobility.
In all age groups the INB population is less well qualified than the population as a whole. The number qualified to
degree level is particularly low. This means that fewer employment opportunities are open to residents of the area,
and that the jobs available are likely to be less well paid. Given all the above it is perhaps surprising that the level of
unemployment, though higher than the general level, is not even higher.
However, this might be masked by high levels of non-participation in the jobs market, maybe because of sickness or
because of carer responsibilities.
Finally, the data for house tenure show INB with a very high level of renting and a very low level of owner occupation.
This shows poverty and also peoples probable difficulties in escaping poverty. It suggests that people will not be in a
position to pay towards urban regeneration but will rely on the provision of social housing.
The data for INB are further reinforced by the data for Duncairn. Duncairn 1 is ranked very low in terms of
Employment, Health, Education, Child Poverty and General Poverty, coming easily in the lowest 5% on all these
measures. It is in the lowest 12% for Crime, the lowest 15% for pensioner poverty and the lowest 25% for living
environment (which might suggest that some improvement has taken place in the environment.) Duncairn 2 is better
than Duncairn 1 on most measures except Crime and Living environment but even here they are in the bottom 10% of
Ireland The answers will depend on the websites visited but might include comments on:
•relevance to the study
•ease of navigation
•quality of information
•quality of pictures
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•quality of maps
•quality of graphics
•whether sources were quoted to allow checking
•whether the site was mainly propaganda for one point of view or whether it appeared fair and unbiased
•how up-to-date the site was
•availability of useful links etc.
Mark scheme
Level 1 (1-3 marks) (mid point 2)
A website is identified and some basic comments are made about its usefulness.
Evaluative comments appear to be quite shallow with little evidence to support statements.
Level 2 (4-6 marks) (mid point 5)
Comments on one or more sites are made clearly.
The answer evaluates by providing evidence in support of any judgements.
The answer may compare different sites against each other. A clear understanding of the geographical purposes of
research is shown wards on the Multiple Deprivation Rank.
Mark scheme
Level 1 (1-4 marks) (mid point 3)
The answer quotes at least one relevant piece of evidence (statistical or descriptive) from the data provided and
shows some basic understanding of its importance and relevance. As more points are made the answer moves up
through the level.
However, each point is considered in isolation and not developed clearly.
Links are not seen between the various sets of data. The answer may be very largely lifted but can get to top of level if
the lifts are varied and relevant.
Level 2 (5-8 marks) (mid point 7)
The answer is clear, and shows good understanding of the relevance of the evidence (statistical or descriptive) used.
To reach Level 2, a candidate might do any one of:
•relevant manipulation of data.
•show clear understanding of how different sets of data are connected
•discuss how data show both causes and effects
•consider spatial variations, such as that between Duncairn 1 and Duncairn 2
•consider how the figures might show both short- and long-term problems
etc.
As more points are covered, or one done in more detail, the mark moves
up.
Level 3 (9-10 marks) (mid point 10)
The answer is detailed and considers a range of different indicators well, referring to both INB and Duncairn.
More than one of the Level 2 indicators above is done well.
The answer is synoptic and shows real geographical understanding of the topic and/or the area
1. (b). This is the period of The Troubles. This area is divided into a patchwork of different communities, separated by
walls and military peace lines which lead to isolation of communities and conflict between them. This both hinders
development, job-seeking, education, etc. and also led to bombing, burning and bull-dozing of houses, shops, places
of employment and other amenities. The period also coincided with decline in heavy industry in particular but in all
manufacturing to some extent. Duncairn lies right next to the banks of the Lagan, which was an area of docks and
associated heavy industry, processing of raw materials, etc. So the population of the area is likely to have suffered
disproportionately from the run down in these industries.
The former ship building area of Belfast is also just a mile or so away from the eastern edge of Duncairn and may
have provided some employment for people from the area. This industry has also disappeared during the period in
question.
As shown in 1a the area is educationally of a low standard with a tradition of low levels of qualifications amongst the
older generations that has passed down to the younger generations. This is particularly disadvantaging in a period
where traditional unskilled and low skilled jobs in industry have been disappearing.
There has probably been out-migration of the more dynamic and go-ahead sections of the population, concentrating
deprivation.
With such a low level of owner occupation of housing there will have been little opportunity to build up capital or to
access loans so there will have been few opportunities at self-financed improvement of the area. Gentrification would
not have been an option. Moreover, during the troubles, outside investment would have been difficult to attract to an
area like this where sectarian violence would have been an on-going threat.
This question provides a good opportunity to link answers to general geographic theories and to compare Belfast with
other case studies.
Mark scheme
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Level 1 (1-5 marks) (mid point 3)
At least one basic point is made showing some appreciation of a relevant factor. As more such basic points are made
the answer can move up through the level. However, points are not linked and developed and do not show logical
development of ideas.
Level 2 (6-10 marks) (mid point 8)
At the bottom of the level there are clear references, showing a good understanding of either the influence of
sectarianism or the influence of industrial decline, or another key cause.
If two or more ideas are considered well the answer moves towards the top of the level.
Some candidates might substitute an understanding of a different theme, e.g. educational under-achievement, for one
or other of the key themes, and score at this level. Clear reference to geographic theories and/or other case studies.
Level 3 (11-12 marks) (mid point 12)
The answer is detailed and thorough.
It shows a good geographical understanding of a synoptic range of ideas. Detailed inter-connections are understood
and explained. Detailed reference to geographic theories and/or case studies.
2. Regeneration can include physical, economic, environmental or social regeneration. It can operate on a large scale,
affecting the whole of Belfast or even the whole of NI, or it can operate on a small scale affecting just a ward, a part of
a ward or even a small estate or street of houses. These three different bodies operate in very different ways. The
Laganside Corporation was a prime example of property led redevelopment (its successor bodies continued with that
general approach). It used government funding to prime the pump and lever in private money. The government money
went largely into cleaning up derelict land, developing basic infra-structure and constructing a few key buildings. This
then set the conditions for an influx of private investment.
The Lagan Weir was a perfect example of such government funding. It was essential to make the area attractive to
other investment as it turned a muddy, smelly tidal river flat area into an attractive environment for further
development around a clean water basin ñ of hotels, offices, tourist facilities and so on.
Some of this development was in Duncairn. A lot of it was just outside the borders of the ward. Of course the attractive
environment was attractive to Duncairn residents but they were also concerned with jobs and other more immediate
needs. To what extent can developments like the Waterfront Hall, the five-star hotels and the big offices bring benefits
to people like the residents of Duncairn who lack the skills and the qualifications for many of the jobs on offer? And to
what extent do these developments, right on their doorstep, just make the deprivation in the ward even more obvious?
These have been questions asked here and in many similar communities ñ London Docklands probably more-so than
anywhere else.
Of course there would be unskilled and low-skilled jobs in some of the new developments. These would include
labouring jobs during construction and then, post-construction, there would be jobs for cleaners, watchmen, call-centre
workers and so on. But it is clear that most of the high-paying jobs would go to people from outside INB and Duncairn
Ward. But could the availability of the better jobs raise the aspirations of the local residents?
The urban redevelopment schemes instigated by the Department for Social Regeneration are clearly much more
precisely directed to the needs of local people. Duncairn Gardens is an excellent example of this.
It has provided:
•better housing for local people
•a better environment for all by demolishing unwanted and derelict houses
•environmental schemes which provide open space, play areas, greenery, etc. for the use of locals
•workplaces to attract the kind of jobs that are suitable for local people with limited qualifications
In fact, schemes like this might be seen as a half-way-house to prepare local people for the wider world of work that is
being offered by the Laganside Corporationís schemes.
The North Belfast Partnership works in a very different and complementary way to the two previous organisations. It is
far more concerned with developing individual skills and directly improving peoples well-being. It is not concerned with
building and structures but with helping to build individual competences and improving their employability and access
to work. It also works to increase peoples awareness of and access to services such as health-related services and
child-care. It also offers support for community-based organisations such as credit unions, small business support,
etc.
In fact, the NBP might well have been designed to fill the gaps left by the bigger developments of the Laganside
Corporation. This question provides a good opportunity to link answers to general geographic theories and to compare
Belfast with other case studies.
Mark scheme
Level 1 (1-6 marks) (mid point 4)
The answer contains information lifted from the AIB but little use has made of this information. Basic points have been
made that are generally isolated with little logical development of ideas and few connections between points.
If all three organisations have been covered in a relevant but basic way the answer can move towards the top of the
level.
Level 2 (7-12 marks) (mid point 10)
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The answer is clear, with specific links to Duncairn Ward. If one scheme has been considered clearly the answer can
reach the bottom of Level 2.
Points from the AIB have been linked together and developed in a reasonably clear and logical way showing some
understanding of the ideas involved.
If all three schemes have been considered clearly the answer reaches the top of the level. Clear reference to
geographic theories and/or case studies.
Level 3 (13-15 marks) (mid point 14)
The answer is detailed. All three schemes have been understood and their relationships to each other have been well
understood.
The answer makes it clear that the three different types of scheme work in very different ways and at different scales.
At the top of the level it is made clear that they are complementary to each other. The relationships between the
schemes and the needs of the local people have been understood and explained.
The answer shows a good level of geographical understanding and synoptic ability. Detailed reference to geographic
theories and/or case studies
(15 marks)
3. The obvious solution is to plan an environmental appraisal exercise. This would probably involve drawing up a set
of criteria by which to assess environmental quality. This might include looking at:
•the state of repair of houses
•the state of repair of the roads and pavements
•the amount of greenery
•litter and graffiti
•the state of the houses gardens
•availability of, and access to, public amenities etc.
In Belfast it might also include aspects of safety and freedom from threats of inter-communal troubles. However, it
should be quite clear that perceptions of this might vary between people with direct experience and those without such
experiences. Marking would need to handle this aspect very sensitively!
Then each of the criteria could be assessed on e.g. a 1-5 scale, a 1-10 scale, a bi-polar scale. However, it would be
important that the direction from good to bad on the scale went the same way for each of the criteria.
Then it would be necessary to plan where to carry out the appraisals.
This would involve sampling a number of places from across the ward.
It would be necessary to decide:
•how many points would be sampled
•whether sampling should be random, systematic or stratified or opportunistic
•how the sampling should be applied in the field. Note that other fieldwork techniques might be acceptable and should
be assessed on their merits.
If more than one person is collecting data it is essential that each collector is interpreting the criteria in the same way.
This could have been done by pre-testing the appraisal check-list before starting the main collection, or it could be
done at an early stage in the real data collection exercise.
Each person should be clear about exactly what size of area is being studied at each location. Is it a single point, or an
area within view of a point, or a whole street, or an area for a certain distance around the point, etc.?
Is religious/ cultural/ community bias a possible problem during data collection? If it is, can ways of reducing it or
eliminating it be put in place?
Can time of day/ time of week etc. influence results? If it can, is it possible to standardise the timing of data collection?
In an area with a history of inter-communal problems is there an issue of health and safety now? If there is, might this
put some people off the unbiased collection of data? If it might, can arrangements be put in place to reduce potential
problems? and so on. Note that references might also be made to problems of weather, recording difficulties,
personnel short-comings, etc. However, discussion of such points is not likely to move the answer below the bottom of
Level 1.
Credit should be allowed for candidates who make reference to setting aims and/or hypotheses; deciding on a precise
location for the work; pre-testing a data collection method; presenting results; analysing results and drawing
conclusions.
The Duncairn study is a perfect example where virtual fieldwork could have been done in class. Therefore it would be
fair to allow credit for virtual fieldwork in this answer.
Mark scheme
Level 1 (1-4 marks) (mid point 3)
The answer includes at least one basic, relevant suggestion about the type of fieldwork that might be carried out. As
more relevant points are made the mark moves up through the level.
However, the answer as a whole does not give a coherent description of the way the work is to be carried out. It has
not provided a hand book of the method and there are clear gaps in understanding or in key stages of the process.
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Level 2 (5-8 marks) (mid point 7)
The answer is clear and coherent. At the bottom of the level the answer provides a general outline of most of the
stages of the process to be followed, even though this is not complete and thorough.
Or one stage (probably data collection or sampling) is covered well.
At the top of the level most of the main stages are covered well.
Level 3 (9-10 marks) (mid point 10)
Most of the main stages are covered well and in detail, and some of the subsidiary stages might be touched upon too.
The answer shows detailed geographical understanding of the process of planning and carrying out a piece of
fieldwork.
(10 marks)
4. The answers will depend on the websites visited but might include comments on:
•relevance to the study
•ease of navigation
•quality of information
•quality of pictures
•quality of maps
•quality of graphics
•whether sources were quoted to allow checking
•whether the site was mainly propaganda for one point of view or whether it appeared fair and unbiased
•how up-to-date the site was
•availability of useful links etc.
Mark scheme
Level 1 (1-3 marks) (mid point 2)
A website is identified and some basic comments are made about its usefulness.
Evaluative comments appear to be quite shallow with little evidence to support statements.
Level 2 (4-6 marks) (mid point 5)
Comments on one or more sites are made clearly.
The answer evaluates by providing evidence in support of any judgements.
The answer may compare different sites against each other.
A clear understanding of the geographical purposes of research is shown.
(6 marks)
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