G4 Sustainability – approaches to using the pre-release material
Based on feedback from CPD meetings – autumn 2011
Approaches to understanding the resource folder
The resource folder will relate to two of the four themes on Unit G4 Sustainability and will provide the basis for questions in Section A. The question in
section B will be focused on one of the remaining themes. The following approaches were suggested:
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Start teaching the theory first to introduce key questions and then focus on the resource folder when it is available
Identify the key questions to which each figure in the resource folder relates?
Have an overview of the sustainability issues with a broad definition of sustainability including its social, economic, political and environmental
aspects
Focus on the remaining themes not covered in the resources so that candidates are equipped to answer the section B question
Relate case study material both from the resource folder and their own studies to work noted above on the remaining themes so that candidates
can draw on examples for the answer to the section B question.
Activities to help familiarity with the resources
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Complete the G4 grid (see below) for each figure (photos, graphs, tables, etc.) to identify issues (including views/bias) in the resources.
Using a wall display, identify which figures relate to the key questions.
Using a wall display, make posters on the various topics from the folder by cutting up the resources.
Using a wall display, identify which figures relate to the key questions and ask students to add sticky notes summarising points and stick on the
display in the right place.
Complete the grid in the Philip Allan G4 student unit guide–‘Sustainability’ and/or use the grid in the Teachers Guidance as a template to identify
the link between each figure and the key questions in the specification; make the grid into a wall display size.
Ask groups of students to make presentations on specific resources.
Put students into teams; give each team four questions to answer on the issues and topics from different sections of the resource folder.
To understand the more complicated graphs/tables introduce the issue through class teaching or by asking those preparing presentations to seek
help before delivering the presentation.
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Write and/or ask students to construct a series of possible questions so that students understand the links between the source and key questions –
where the issues are coming from.
Have a quiz on resources.
Class display of resources with additional information – give students ownership.
Research additional sources, such as YouTube clips.
Create a base map (for example with the Bolivia resources –W2011 exams) with annotations.
To get a bigger picture of the overarching issues on sustainability, in pairs, ask one person to identify all the positive issues on sustainability in the
folder and one to identify all the negative; two teachers could also debate the positive and negative issues in front of the class.
Create a mind map or series of boxes to highlight all the issues under consideration – problems, strategies, sustainability etc.
Exam techniques
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Ordering of responses – answer Section B (non-resource question) first to improve time management.
Practise writing essays (questions 4 and 5) using writing frames.
Practise essay writing skills, using linking words and phrases such as ‘on the one hand.... on the other hand...’/ there are ‘different views on… these
are’/ the environmental issues are but the social issues are ...’.
Write sample essays and ask students to mark essays using the levels from the mark scheme.
Have revision session immediately before the exam.
What is the link between the resource
and the specification?
Synoptic links
Follow up of web addresses for greater depth
and/or updates?
Sustainability
Do any case studies complement or
contrast with the resource?
Bias in the resource
Possible questions
Major elements in the resource – patterns,
issues, strategies, processes, factors?