SURBITON HIGH SCHOOL
Geography Student
Conference – Unit 1 and 2
Invaluable advice from the examiners
[Pick the date]
Philip Allan Updates 2015
Online Revision: Edexcel Geography exam skills for Units 1 and 2
Unit 1, Global Challenges, is worth 60% of your AS mark and Unit 2 Geographical Investigations is worth 40%.
Although the two exams are different, they do share some common features. They also share common problems:
Common problems: 1 Key terminology
One barrier to success at AS is not understanding key terminology. All of the key terms in
the box are from the Unit 1 Spec. They could be used in questions, like this:
Use a copy of the Spec, and past questions to look for key words and then make sure you
know their meaning. Some key terminology often gets confused. Natural disaster versus
natural hazard is the ‘classic’ example. The question below is about describing physical
processes and events (landslides, floods, storms) not the impacts of these events i.e. the
disaster.
Common problems: 2 Command words
Command word
The questions come thick
Name
and fast and so do the
command words. Make sure State
Identify
you know the differences
Outline
between them. The most
common problems are:
Compare
1. Confusing describe and
Describe
explain (‘what’ with
‘why’) which can easily
Suggest reasons
lead to ‘0’ mark.
2. Not providing a
Explain
conclusion or judgment
when the command
Comment on
word is ‘comment on’ or
Examine
‘examine’
Ecological
Chronic hazard
Vulnerability
Unpredictability
Phenomenon
Eustatic
Innovative
Disparities
Aspirations
Newcomers
Carbon credit
Equitable
Definition
Find or recall of one or more pieces of information.
Provide a brief summary of the main characteristics / features / issues;
‘outline the main reasons’ requires brief explanations
Identify the similarities and differences between two or more things.
This is a ‘what’ command word. State the distinctive features of
something, providing factual detail.
This is a ‘why’ command word. Give possible causes that could explain
why something has occurred.
This is a ‘why’ command word. Provide reasons / causes that show an
understanding of why something has occurred.
Describe a geographical issue or situation, provide some reasons for it
and draw conclusions from your findings.
Consider in detail, giving evidence for and against, and provide an
overall point of view or judgment.
Common problems: 3 Timing
Timing can be an issue on both AS exams. The ‘ideal’ timings are shown in the tables. Some students spend too long
on Unit 1 Section A.
Unit 1 Global Challenges 90 minutes
Section A, 65 marks, 60 minutes
Section B, 25 marks, 30 minutes
(6 x 10 minute questions)
( 20 minutes on the 15 mark essay)
Unit 2 has tight timings. You need to make sure you attempt each of the 6 sub-questions. DO NOT leave one subquestion blank.
Unit 2 Geographical Investigations, 75 minutes , 70 marks
(These timings leave 5 minutes to plan your 15 mark answers)
Crowded Coasts or Extreme Weather
Unequal Spaces or Rebranding Places
Marks
10
10
15
10
10
15
Minutes
10
10
15
10
10
15
Unit 1 Global Challenges: the basics
• Section A (65 marks) = breadth, covers the whole Spec so you need to revise all human and physical topics
• Section B (25 marks) = depth, choice of extended writing question; chance to show what you know!
If you want an A you should be aiming for, roughly, 65 out of 90. An E is often about 45 out of 90.
Unit 1 Section A
Six questions, each with sub-questions. Each has a Figure to use for some sub-questions. ‘Quick fire’ short questions,
worth 1 to 5 marks. Range from multiple choice to 5 mark answers. All ‘point’ marked. Very much ‘a mark per
minute’.
Multiple choice questions
Worth 1 or 2 marks, test your basic knowledge. Often between 4 and 6 of these questions in the exam. Usually data
stimulus questions i.e. ‘Study Figure X’. Seem like simple questions, but easy to rush and get wrong:
• Guessing, because you didn’t look at Figure 4
• Finding the largest number on Figure 4 outside the UK (Thailand = 476) but not the ‘European Country’
You can’t ‘take your time’ with these MCQs, but don’t go so fast that you make silly mistakes. If there are 5 MCQs
and you got them all wrong, that’s a whole grade ..!
Basic recall questions
Just testing your factual knowledge, like this:
This question had a low average mark, despite seeming to be pretty straightforward. The 6 hazards listed in the
specification, which you need to know the distribution of, are:
 Earthquakes, Volcanoes, Landslides (not relevant)
 Storms (hurricanes, depressions, cyclones etc – but again, not relevant)
 Flood, Drought – the only options available for the answer
This question is a little more demanding than it first appears. The key word ‘hydro-meteorological’ reduces the
choices from 6 to 3, and ‘other than’ reduces it from 3 to 2. Read even ‘basic’ questions carefully and don’t be
rushed into silly mistakes!
‘Suggest reasons’ questions
Often have a mark tariff of 3. Often explaining / suggesting reasons for information on a Figure:
Best approach is to aim to write three different reasons. Numbered / bullet points are OK
Many students:
• Give 1 or 2 reasons, but not three
• Give 3, but actually repeat themselves
• Give too much background / generality
• Describe rather than give reasons especially if the Q relates to a Figure.
These are focussed questions – think: reason 1, reason 2, and reason 3.
Example A
Example B
Write to the mark allocation. Be careful not to
repeat the same point / reason. If it helps you, use
bullets / numbered points for these 3 mark
questions (avoid bullets with only 1 or 2 words).
Structured short questions (2+2)
4 marks (sometimes 6); answer split into 2 parts. Awarded on a 2+2 (or 3+3) basis. They cause problems:
• Students write too briefly, get 1+1 but not 2+2
• Write the same thing twice
• Leave one ‘half’ blank e.g. advantages, but not disadvantages or costs but not benefits.
The trick to getting 2 + 2 is to write two extended points. 4 or 5 words can’t get 2 marks! Write two extended
points. Think basic idea (1) + more detail (2). Try and use located / named examples - this will help get the 2 marks ‘e.g. Africa’ is NOT enough to count as an example!
Explanation questions
Longer questions worth 4 or 5 marks; often 5 or 6 of these worth 25-30 marks. Normally use the command word
explain, or suggest reasons. Can be complex questions, with more than one aspect to them. Can score quite poorly
in some cases:
Do not treat these 5 mark questions as essay questions. Do use examples, even when the question does not
specifically ask for them, as in this one:
Examples will always get credit in these questions. But the example must be more than ‘e.g. in Manila’. For instance:
“Manila’s slum population is projected to reach 9 million by 2050”
Example A
Example B
Example C
Example D
Lessons to learn?
These questions are crucial if you want a high grade. They are NOT essay questions. Bullets normally don’t work –
the questions are too complex. You should use examples (places, countries, organisation, companies, cities) as a
matter of course – don’t wait to be asked. Watch out for difficult key words (ecological, post-colonial, vulnerability).
Don’t miss important words that don’t look important (complex, recent years) these are often the difference
between 4/5 and 5/5 marks. Be prepared to explain: “because” “this is why” “this causes” “the reason is that” i.e.
the language of explanation.
Data stimulus questions
10 mark data stimulus
questions found in both Units 1
and 2. Expect anything as a
Figure - but tables, photos,
maps and graphs are most
common. They throw up
problems, as can be seen here:
Carefully read the Figure title
 What’s it about?
 Where does it refer to?
What type of information is
shown?
 Numerical data?
 Factual?
 Opinions / views?
 Spatial / distribution?
 One time period or
several?
Look at the command; what
am I being asked to do?
 Describe patterns,
trends, differences?
 Explain?
 Comment on?
Command words make a huge difference in terms of what you are expected to do with a Figure. This will affect the
type of answer that is expected. Try this out: is the text in 1, 2 and 3 describing, suggesting reasons, or commenting
on?
1 Despite Clearing and Englewood looking like they are quite close to each other in Chicago, the differences between
them in terms of inequality are huge. Incomes in Englewood are about 40% of Clearing, and poverty is 6 times as
high. Crime is almost non-existent in Clearing, but is looks as if everyone in Englewood will be touched by crime in
some way. The data suggests Englewood is a black ghetto whereas Clearing may have many white gated
communities.
2 It could be that because Englewood has 97.8% African American people, this means that median income is low
because ethnic minorities struggle to get high wage jobs. If people are high income, like in Clearing, they may be able
to afford home security and personal protection so this could be why crime is lower. It could also be that people in
Englewood turn to crime because they are poor.
3 Clearing’s median household income is $45000 and there is only 1 murder per year. It also has a low amount of
robberies. Only 6.9% of people are below the poverty line. It has a population of 22000 but only 0.6% are African
American. Englewood is different; it is 98% African American out of the 40000 that live there. It has a median income
of $19000 and nearly 44% of people are in poverty.
You must make sure you refer to most of the information in your answer. Don’t slavishly try to refer to everything,
as you will probably waste time. Narrowly focussing on one part of the Figure is a mistake.
Comparing 3 answers from Unit 1 Section B:
Example 1: The projected number of people is to rise by 7.2 million in 27 years in California, and this increase is
also occurring in other places e.g. the Philippines. As such, more people are living in areas where hazard frequencies
are high, increasing the disaster risk. Also as there is limited room for urban expansion areas are likely to become
more overcrowded, so their vulnerability increases.
The % living in poverty is projected to increase by almost one fifth by 2035, there will be many people living in
buildings which are not structurally sound, so incidences such as earthquakes are more likely to trap people,
increasing the risk of disaster.
As the number of people aged over 65 rises the dependency ratio will increase and therefore capacity to cope will
go down. It will be more difficult to evacuate areas if they are older and less physically able.
The number of new households increases building density which will decrease the permeability of the land and
often trees will be removed, preventing broad leaf tree canopy interception. The frequency of floods will be higher,
meaning the risk increase. Also the greater number of properties will mean a higher economic loss.
Example 2: The increase in population in Southern California will cause problems in the larger cities such as Los
Angeles and San Diego. All these cities are coastal and are within close proximity to the San Andreas fault line. The
increase in population in these cities on the coast will increase the vulnerability of these people should a flood
occur, therefore increasing the risk of a disaster. Landslides also occur in South California and when they do they
can be disastrous due to the large cities being situated at the bottom of steep hills.
The Unit 1 15 mark essay
An Important final part of the Unit 1 exam. Choose your Section B question carefully. Don’t do the 10 mark ‘a’ part
without reading the 15 mark ‘b’ first. When you start the 15 mark ‘b’ essay, you should not be referring to the Figure
(it’s only for ‘a’). Each 25 mark question is a ‘package’. Can you do justice to both the 10 and 15 mark parts? The
average mark i.e. a ‘C’ grade is about 14 out of 25. In other words 6 out of 10 + 8 out of 15.
Unpicking the questions
The 15 marks essay questions do have some complexity in them. You need to look at all of the words in the
question:
This question is NOT “Explain the role that TNCs plate in globalisation”. ‘Growth’ adds a different dimension and
‘examine’ means you need to make judgment e.g. what is their main role, or do forces other than TNCs play a role?
The question above is NOT “Explain why some nations will suffer from predicted global sea-level rises”. To fully
answer it you need to compare nations, and focus on impacts i.e. economic, social and environmental
consequences. Make sure you are not answering a simpler version of the question in front of you!
Some essay tips
• You must include examples i.e. factual detail about named places / situations (“e.g. in China” doesn’t count!)
• Hard data i.e. numbers, dates – these always make an answer more ‘weighty’
•
Using the correct terminology is important - especially about physical processes; the wrong terminology here
can make you look ‘under-resourced’ let’s say (!)
• Some structure is useful:
3 or 4 lines at the start defining key terms (TNC, globalisation, sea-level rise, impacts etc)
Paragraphs for different ideas / themes / examples / factors
5 or 6 line conclusion
• Include a range of ideas / examples – don’t narrowly focus on one idea or case study
• Make sure you give a balanced view especially if the topic is controversial e.g. global warming, migration,
globalisation
An example
Globalisation is the process that has increased the flows of goods, services and capital across national borders to
create a more interdependent and connected world. Globalisation is about trade and money but can also be about
people and migration. The process brings advantages and disadvantages to different groups of people.
Many of the economic benefits have gone to richer countries. Globalisation has helped MEDCs to develop and grow
economically and they have taken advantage of developments in transport and communication. Globalisation has
made it easy for TNCs such as HSBC and Ford to locate businesses overseas or take advantage of outsourcing such as
the way Apple from the USA makes all its products in China using suppliers like Foxconn. This is possible because
video-conferencing an email mean they can keep in touch instantly over huge distances. Lower cost production in
Asia has meant huge profits going to the TNCs in MEDCs. They have used cheap labour and lower costs to their
advantage. Many of the most high paid and executive jobs have stayed in the MEDCs.
Some NICs like China have begun to benefit as their middle class is growing and they are becoming consumers. 20
years ago they might have been seen as losers but not now. Globalisation has reduced unemployment in NICs and
meant that people in India can get well paid jobs in IT centres like Bangalore. These countries have benefited from
the foreign direct investment from TNCs. It created a multiplier effect so many more people benefit from new jobs
and opportunities.
Socially, globalisation has created a global village which has brought all sorts of different food, music, art and
cultures together which has benefitted people in MEDCs who have access to global culture. It has also created a
more interesting world if you have the money to travel and experience it. Globalised culture can be a negative too as
some people in traditional parts of the world feel they are being swamped by Disney and McDonalds and their
traditional ways are being Americanised. Globalisation has meant that environmental problems like water pollution,
the state of the oceans and global warming can’t be ignored any more.
However, globalisation has brought negative effects to some people. As jobs have been outsourced from MEDCs
some workers in the UK and USA have lost their jobs in traditional industries. The up side of this is that MEDC
consumers have seen increased choice of goods to buy and lower prices.
In LEDCs and some NICs workers have gained jobs and incomes but are open to exploitation such as Nike was
accused of paying low wages and even using child labour in Cambodia and Vietnam. Globalisation has also created
more migration of people with the help of improved transport links like air travel and the Eurostar, and cheaper air
travel such as Ryanair.
In conclusion globalisation has created many economic, social and cultural benefits but most are in favour of rich
westerners. Globalisation seems to have benefited some people in NICs economically but it also seems to have
widened the gap between the rich and the poor as some people have yet to benefit much at all such as in SubSaharan Africa.
Unit 2 crucial exam messages
Balance time & effort between the physical and human questions e.g. Q2 and Q4. Worst situation is when one subquestion is hardly completed: something like this:
Q1a
Q1b
Q1c
Q4a
Q4b
Q4c
Total
6
7
11
5
8
2
40
Don’t spend too long trying to ‘squeeze’ the last few marks out of one sub-question – takes up time you don’t have.
A more even performance across all 6 sub-questions = a better mark:
Q1a
Q1b
Q1c
Q4a
Q4b
Q4c
Total
6
6
10
5
7
9
43
NB: All of the lines in the answer booklet do not need to be filled to gain a very good, or even maximum, mark.
Unit 2: Fieldwork and research questions
The 15 mark questions focusing on Fieldwork and Research are challenging. There are several different aspects to
the questions. However, the questions always have a similar structure, so you can prepare for what to expect. The
command word is usually ‘describe’.
Fieldwork
Research
Tense
Stage in process
Topic
Always in the Q:
Always in the Q: aim Does change e.g.
Does change: planning Does change: need
aim to mention 3
to mention 3 specific would undertake /
focus, carrying out
to rebrand, how
fieldwork
secondary sources
you undertook
focus; analysis,
places rebranded,
techniques
presentation or
success of
conclusions focus
rebranding etc
What makes a good answer?
Clarity on location - specific sites within a general
location (streets, buildings, sites) and places specific
detail.
Correct investigative process focus – could be
planning, carrying out, presenting results, analysis,
conclusions.
Use the question wording in the answer - helps
provide the focus on the topic (e.g. need to rebrand,
success of rebranding etc)
Balance – of fieldwork and research techniques / sources.
Good use of terminology – perhaps especially in the
physical options i.e. Crowded Coasts and Extreme
Weather.
Logical structure - locational introduction  research
sources  fieldwork sources  brief summary.
Be clear on location
Many answers state a place, like ‘Southampton’ but have no further detail on location. Without this specific
locational detail, answers have a ‘could be anywhere’ feel. Try to name places within a town or city – down to the
level of specific streets and buildings. Refer to fieldwork sites along the coast or the river you studied. Refer to GIS
and OS maps in your answer.
Balance and range of F & R
As a rough rule of thumb, 3 fieldwork methods and 3 specific research sources work well in a
15 mark answer.
Any more and it becomes a list. Fewer, and the answer tends to get lost in detail on one
method. This will give a rough 50 / 50 fieldwork and research split. It will also provide the
necessary range.
3+3
Structure, terminology and question words
There are 5 years worth of past questions. The questions are different each year but the structure is similar. The key
is to be adaptable. Select and adapt your information to fit the specific question on the day. Twist the tense ‘you
would carry out’ versus ‘ you carried out’. Select to fit planning, carrying out, presenting, results or conclusions.
Scarborough is an urban council area on the Yorkshire Coast, which has experienced decline sine the 1960s due to
the rapid emergence of mass international travel which has devastated its tourism industry.
To investigate why the town needed rebranding we undertook extensive research into the area, such as using
previous reports analysing the town’s status – such as the Scarborough District Profile which used data such as the
index of multiple deprivation to score economic, social and environmental aspects of Scarborough. Overall,
Scarborough scores within the bottom 20% nationally for business and enterprise.
We also looked at the Scarborough Borough Council employer needs survey from March 2007 which concluded that
Scarborough faces an abundance of problems such as high unemployment (10% compared to 8% nationally),
multiple deprivation and social isolation. According to the 2001 Census Scarborough lacks people aged 20-39 as it
has only 21% compared to 29% nationally. Finally a national government report on Coastal Towns concluded that
coastal towns need to change their image to attract different types of tourism rather than relying on a short summer
season as is traditional in Scarborough.
We carried out fieldwork in Scarborough, firstly using a GOAD map and a RICEPOTS scoring system we did a landuse
survey of the centre of the town. From this we produced a Clone Town and a Ghost Town survey. Our Clone Town
survey assessed how many shops / businesses were locally owned versus how many were chain stores using a scale
from the New Economics Foundation. We found that Scarborough had a score of 39 (making it a border town,
although closer to a home town). The Ghost Town survey gave it a percentage of empty shops of 8%, lower than the
Local Data Company national average of 14.6% (2012). We then carried out a questionnaire, providing us with both
qualitative and quantitative data from local residents on their opinions of the need for rebranding is Scarborough
and how it could benefit from new flagship projects. Finally we did an Environmental Quality Survey, a qualitative
technique to evaluate the aesthetics of Scarborough.
Our fieldwork results showed that there was a need for rebranding on social and some environmental issues.
Revising and preparing your own fieldwork and research
A barrier to success in the fieldwork and research questions is a failure to spot which part of the investigative
process the question is referring to. Questions could focus on any of these parts of the process.
PLANNING / DESIGNING
Choose location; students carry out secondary research including GIS. Formulate investigation questions. Design data
collection programme; work in groups. Be critical; anticipate problems

CARRYING OUT
Carrying out fieldwork; collating data; using research sources

ANALYSIS and PRESENTATION
Graphs, mapping, simple stats. Further secondary research e.g. census, local press

RESULTS and CONCLUSIONS
Brief reports, presentations. Opportunity for review, including degree of success / issues

You need a revision friendly ‘product’
• Write-up your fieldwork notes / booklets into summaries of what you did, where you did it, and what you
found out.
• You need a revision friendly product to revise from (not a half-filled-in mud covered booklet!)
Quick review for Unit 2
• Decent performance across ALL sub-questions is very important
• Quality not quantity – don’t have to fill all the space for an A grade
• Answer the question you see on the day, not one you did for a mock etc - be adaptable
•
•
You should prepare your fieldwork and research notes so they are ‘revision friendly’.
Remember there are 15 mark fieldwork and research questions, data stimulus questions (10) and 10 mark
‘mini essay’ questions
Space for additional notes:
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