EBS
Geography GCSE
Revision Guide
Exam Board: AQA
Syllabus: Geography A (Full Course)
Web Site: www.aqa.org.uk
Contents:
1: Assessment overview
2: Unit content (what you have covered)
Unit 1: Physical Geography
Restless Earth
Water on the Land
The Coastal Zone
Unit 2: Human Geography
Population Change
Changing Urban Environments
Tourism
3: Key vocabulary
4: Revision tips and skills
Section 1: Assessment Overview
The course at a glance
Unit 1: Physical Geography
Unit 2: Human Geography
Written Paper: 1hour 30mins
Written Paper: 1hour 30mins
75 Marks
84 Marks
37.5% of GCSE
9 marks from Spelling
punctuation and grammar
(SPaG)
Unit 3: Local Fieldwork
Investigation
Controlled Assessment
60 Marks
25% of GCSE
37.5% of GCSE
In each exam you must answer 3 questions:
1 from section A
1 from section B
Plus a free choice of one other
The questions you must answer are underlined and in bold below.
Physical Geography Exam
Section A
1. The Restless Earth
2. Rocks, Resources and
Scenery
3. Challenge of Weather and
Climate
4. Living World
Human Geography Exam
Section A
1. Population Change
2. Changing Urban
Environments
3. Changing Rural
Environments
Section B
5. Water on the Land
6. Ice on the Land
7. The Coastal Zone
Section B
4. The Development Gap
5. Globalisation
6. Tourism
Section 2: Unit Content
Read through the unit content. Use the specification content as a checklist of what has
been covered in class. Case studies have been highlighted in bold.
Physical Geography: The Restless Earth
Key Idea
Specification Content
Distribution of plates; contrasts between
continental and oceanic plates. Destructive,
constructive and conservative plate margins.
Location and formation of fold mountains,
Unique landforms occur at plate
ocean trenches, composite volcanoes and
margins.
shield volcanoes
A case study of one range of fold mountains.
People use these landforms as a The ways in which they are used – farming,
resource and adapt to the
Hydro Electric Power, mining, tourism and how
conditions within them.
people adapt to limited communications, steep
relief, poor soils.
Volcanoes are hazards resulting Characteristics of different types of volcanoes.
from tectonic activity. Their
A case study of a volcanic eruption – its cause;
primary and secondary effects
primary and secondary effects; positive and negative
are positive as well
impacts; immediate and long term
as negative. Responses change in responses. Monitoring and predicting volcanic
the aftermath of an eruption.
eruptions.
Supervolcanoes are on a much
bigger scale than other
The characteristics of a supervolcano and the
volcanoes and an eruption
likely effects of an eruption.
would have global
consequences.
The Earth’s crust is unstable,
especially at plate margins.
Earthquakes occur at
constructive, destructive and
conservative plate margins.
Location and cause of earthquakes. Features
of earthquakes – epicentre, focus, shock
waves and the measurement of earthquakes
using the Richter and Mercalli Scales.
The effects of earthquakes and
responses to them differ due to
contrasts in levels of wealth.
A case study of an earthquake in a rich part of
the world and one from a poorer area – their
specific causes; primary and secondary effects;
immediate and long term responses – the need
to predict, protect and prepare. Contrasts in
effects and responses will be clear.
Tsunamis are a specific
secondary effect and can have
devastating effects in coastal
areas.
A case study of a tsunami – its cause, effects
and responses.
Scale
G
R
N/R
R/L
G
G
R/L
G/N
Physical Geography: Water on the Land
Key Idea
The shape of river valleys
changes as rivers flow
downstream due to the
dominance of different
processes.
Distinctive landforms result from
different processes as rivers flow
downstream.
The amount of water in a river
fluctuates due to a number of
reasons.
Rivers flood due to a number of
physical and human causes.
Flooding appears to be an
increasingly frequent event.
The effects of and responses to
floods vary between areas of
contrasting levels of wealth.
There is discussion about the
costs and benefits of hard and
soft engineering and debate
about which is the better option.
Rivers are managed to provide a
water supply. There are a variety
of issues resulting from this.
Specification Content
Processes of erosion – hydraulic action,
abrasion, attrition, solution; vertical and lateral
erosion. Processes of transportation – traction,
saltation, suspension and solution. Deposition
and reasons for it. Long profile and changing
cross profile.
Landforms resulting from erosion – waterfalls
and gorges; landforms resulting from erosion
and deposition – meanders and ox-bow lakes;
landforms resulting from deposition – levees
and flood plains.
Factors affecting discharge – amount and
type of rainfall, temperature, previous weather
conditions, relief, rock type (impermeable,
permeable, porous and pervious) and land use.
The causes of flooding: physical – prolonged
rain, heavy rain, snowmelt, relief; and human –
deforestation, building construction. The frequency
and location of flood events – in
the UK in the last 20 years.
A case study of flooding in a rich part of
the world and one from a poorer area – the
different effects of and responses to flooding.
Hard engineering strategies – dams
and reservoirs, straightening.
Soft engineering – flood warnings, preparation,
flood plain zoning, ‘do nothing’. The costs and
benefits of these.
The UK – increasing demand for water; areas
of deficit and areas of surplus; the need for
transfer. A case study of a dam/reservoir to
consider resulting economic, social and
environmental issues and the need for
sustainable supplies.
Scale
R/L
R/L
R/L
N and
R
N/R/L
R/L
N and
R/L
Physical Geography: The Coastal Zone
Key Idea
Specification Content
Weathering processes – mechanical, chemical. Mass
movement – sliding and slumping. Constructive and
The coast is shaped by
destructive waves.
weathering, mass movement,
Processes of erosion – hydraulic power,
erosion, transportation and
abrasion, attrition and solution.
deposition.
Processes of transportation – longshore drift,
traction, saltation, suspension and solution.
Deposition and the reasons for it.
Landforms resulting from erosion – characteristics
and formation of headlands
Distinctive landforms result from
and bays, cliffs and wave cut platforms, caves,
different
arches and stacks.
processes.
Landforms resulting from deposition –
characteristics and formation of beaches, spits
and bars.
Rising sea level will have
Reasons for rising sea level. A case study to
important consequences for
illustrate the economic, social, environmental
people living in the coastal zone. and political impact of coastal flooding.
A case study of an area of recent or threatened cliff
Coastal erosion can lead to cliff
collapse – rates of coastal erosion;
collapse. This causes problems
reasons why some areas are susceptible to
for people and the
undercutting by the sea and collapse; how
environment.
people may worsen the situation; the impact
on people’s lives and the environment.
Management strategies:
There is discussion about how
Hard engineering – sea walls, groynes, rock
the coast should be managed.
armour.
There is debate about the costs
Soft engineering – beach nourishment, dune
and benefits of ‘hard’ and ‘soft’
regeneration and marsh creation. Managed
engineering.
retreat. A case study of coastal management
to assess the costs and benefits of strategies
adopted.
Coastal areas provide a unique
A case study of a coastal habitat – its
environment and habitat. There environmental characteristics; the resulting habitat
is a need
and species that inhabit it and reasons why.
for conservation and this leads
Strategies to ensure the environment is conserved,
to conflict with other land uses. but also allow sustainable use of the area.
Scale
R/L
R/L
R/L
L
L
L/R
Human Geography: Population Change
Key Idea
Specification Content
The exponential rate of world population
growth.
Countries pass through different stages
Over time the global population of population growth as shown in the five
increases and the population
stages of the Demographic Transition Model
structures of different countries (birth rate, death rate and natural population
change.
changes). Changing population structure.
The impact of increasing urbanisation,
agricultural change, education and the
emancipation of women on the rate of
population growth.
The social, economic and political implication
of population change and the need to achieve
sustainable development.
A range of strategies has been
The effectiveness of population policies
tried by countries experiencing
adopted in different countries since the 1990s
rapid population growth.
to include birth control programmes and other
strategies adopted.
A case study of China’s policy since the 1990s and
one of a non birth control population policy.
The relationship between the population
structure and population decline and the
impact on the future economic development.
The problems associated with an ageing
An ageing population impacts on
dependent population.
the future development of a
Government strategies to cope with an ageing
country.
population and the incentives suggested for
encouraging an increase in a country’s birth rate.
A case study of the problems and strategies in one
EU country with an ageing population.
Migration is a result of decision making push
Population movements impact
and pull factors which can have positive and
on both the source regions of
negative impacts.
migrants and the receiving
Economic movements within the EU, refugee
countries.
movements to the EU and the impacts of such
movements.
Scale
G/N
N
N
I/R/L
Human Geography: Changing Urban Environments
Key Idea
Urbanisation is a global
phenomenon.
Specification Content
Students should appreciate the different pace and
causes of urbanisation in the rich and poor world.
Students should gain an appreciation of different
Urban areas have a variety of
functional parts of a settlement including locations
functions and land uses.
of CBD, inner city, suburbsand rural – urban fringe.
Overview of the issues facing many urban areas.
Housing – the attempts to satisfy the increased
housing needs of the population in different parts of
the city. Impact of Government strategies from the
There are aspects of urban
1990s on the inner city.
living in a richer part of the
Traffic – impact of increased use of road transport
world that need careful
on the environment and solutions aimed at reducing
planning in order to support the
the impact.
population and environment of
Revitalising the image of the CBD by improving the
cities and towns.
physical environment.
Cultural Mix – factors causing ethnic segregation
within urban areas. Strategies aimed at supporting
the multicultural nature of many urban areas.
Characteristics of squatter settlements.
Effect on the lives of the people of living in squatter
settlements.
Rapid urbanisation has led to
Attempts by the inhabitants themselves to improve
the development of squatter
squatter settlements over time.
settlements and an informal
Self Help, Site and Service and Local Authority
sector to the economy.
schemes to improve squatter settlements.
A case study of a squatter settlement
redevelopment.
Rapid urbanisation in a poorer
Effects of rapid urbanisation and industrialisation.
part of the world requires
Difficulties of disposal of waste, much of which is
the management of the
toxic.
environmental problems caused. Effects and management of air and water pollution.
Characteristics of a sustainable city.
Environmental – the importance of conserving the
historic and natural environment. Use of Brownfield
Attempts can be made to
sites. Reducing and safely disposing of waste.
ensure that urban living is
Providing adequate open spaces.
sustainable.
Social – including local people in the decisionmaking process. Provision of an efficient public
transport system.
A case study of sustainable urban living.
Scale
G
R/L
R/L
R/L
R/L
R/L
Human Geography: Tourism
Key Idea
The global growth of tourism
has seen the exploitation of a
range of different environments
for holiday makers.
Effective management
strategies are the key to the
continuing prosperity of tourist
areas in the UK.
Mass tourism has advantages
for an area but strategies
need to be in place to reduce
the likelihood of long-term
damage.
Extreme environments are
susceptible to environmental
damage from the development
of tourism.
Sustainability requires the
development of ecotourism.
Specification Content
Reasons for the global increase in tourism.
The potential of cities, mountains and coastal areas
for the development of tourism.
The economic importance of tourism to countries in
contrasting parts of the world.
Contribution of tourism to the UK economy.
Impact of external factors on visitor numbers to the
UK.
Tourist area/resort life cycle model.
A case study of either a UK National Park or a UK
coastal resort. The reasons for its growth as a
tourist destination. The effectiveness of strategies to
cope with the impact of large numbers of tourists.
Plans to ensure the continuing success of the
tourism industry in the area.
The meaning of mass tourism.
A case study of an established tropical tourist area
which attracts large numbers of visitors.
The positive and negative effects of mass tourism on
the economy and environment.
Strategies for maintaining the importance of tourism
in the area and reducing its negative effects.
The attractions of extreme environments to tourists.
The increased demand for adventure holidays.
The impact of tourism on an extreme environment.
A case study of one extreme area and the extent to
which it can cope with the development of a tourist
industry.
The need for stewardship and conservation.
A case study of the ways that ecotourism can
benefit the environment, the local economy and
the lives of the people.
A consideration that this form of tourism can
contribute to sustainable development.
Scale
G/N
N/L
R/L
R/L
R/L
Section 3: Key vocabulary
Ensure you know the definitions for the following words. It will help you access /
understand the questions better:
Command words are ‘doing’ words:
Study
Describe
Explain
Elaborate
Suggest
Compare
Justify
Locate
Complete
=
=
=
=
=
=
=
=
=
look at closely
say what you see
give a reason using the word ‘because’
expand on reasons using ‘therefore’ or ‘this means that’.
give a possible idea
identify similarities and differences
give a reason to support an answer/ decision
Find or describe where something is
Finish off
General Geography Words
Distribution Sparse Dense Sustainability Resources Management Social Environmental
Economic
Richer part of the world
Poorer part of the world feature Infrastructure Industry
Location Function
Land Use
Model Landform
Impact/ Effect Cause Response Pattern
Process Human Process
Unit Specific Words
Under the six headings compile lists of all the key words from the previous pages that tell you the course
content:
Physical Geography
The Restless Earth
Water on the Land
The Coastal Zone
Human Geography
Population Change
Changing Urban Environments
Tourism
Section 4: Revision tips and skills
There are lots of ways to revise before an exam. Simply reading through your notes is often not enough.
Below are some of the different techniques you could try. We all learn in different ways, so you may find
some work better for you than others. Once you have sussed out an effective way to revise, you should
see a marked improvement in your results and the amount of information you can recall.
Good luck!
LEARNING KEY WORDS OR PHRASES:
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MNEMONICS: An effective way to remember key words or ideas is to invent a mnemonic (a phrase
which uses the same letters as the information you are trying to learn)
e.g. Never Eat Shredded Wheat (North, East, South, West)
 ACRONYMS: You could also try using acronyms (the first letters of a string of words):
e.g. NYC = New York City
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VISUAL REMINDERS: Use post-it notes, strategically placed around your house, to remind you of
tricky spellings and/or definitions. Good places include: next to the sink where you wash your
hands/brush your teeth; next to the computer or by your desk.
LEARNING PLACE-SPECIFIC INFORMATION
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WORD ASSOCIATION: Putting together mini stories can help you to remember information by
association.
Imagine you are trying to memorise the following information to include in a levelled question: fair
trade coffee from Nepal; better price for workers - £2.20 per hour; poor weather conditions; bad
coffee crop – 70% down from last year; knock on effect = lack of money
You could use the following story to help you remember each fact:
I was out for a walk when I spotted Starbucks. ‘I’ll just get a coffee’, I thought to myself. ‘Ah hah,
only £2.20 and it’s fair trade’. “This is our finest coffee from Nepal,” the cashier told me. “We’ve
got a special offer on today – 70% off, if you buy a bag of beans to take home.”
As I handed over my cash, I noticed how light my wallet felt (a lack of money!). As I left Starbucks, it
started to pour with rain. “How annoying,” I said out loud, as I observed the poor weather
conditions.
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TRIGGER WORDS: Make a list of ten key words for each topic and memorise them. Writing these
down at the start of the test or when attempting a levelled question may help to trigger your
memory.
REVISION AIDS: Use revision cards to note down key facts or definitions you are trying to
remember. You should only have a few key words on each card – not a whole essay! You could
also write a question on one side of the card, and the answer on the other. You can use these
cards to revise whenever you have a free moment…on the bus, in the car, on your way to a
football match…
REVISING FOR END OF UNIT EXAMS & END OF YEAR EXAMS
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PLANNING: Make sure you devote time to the topics/concepts you find more difficult (and
possibly less interesting!) It is human nature to do what we are good at/enjoy – but when you’re
revising, try to persevere with the trickier bits too.
CHUNKING: Break down your work from each half term into manageable sections (a good way to
do this is to look at the dates on your work, then separate it week by week). This will make your
revision task seem less daunting, and you will feel a sense of achievement when you have finished
revising a particular section of work.
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LOOK, COVER, WRITE TECHNIQUE: Try the ‘look, say, cover, write, check’ method. Look at your
notes, read them out loud, cover them up, then write down as much as you can remember – it
may only be basic facts the first time round. Then try it again. After a few times, you should find
you are remembering more information.
VERBAL TEST: Ask a friend/family member to test you. Use a pencil to mark in your file any
questions you got wrong, and ask a friend/family member to re-test you a few days later, paying
special attention to these points.
WRITTEN TEST: Set yourself mini-tests in your revision to check what you've learnt. A good way
to do this is to write a list of questions as you are going along. i.e. Which processes are important
for…? What is the definition of…? At the end of a topic, you should close your notes and answer
the questions you have written.
MIND MAPS: Create a mind map – a diagram which links together ideas and key words for a
particular topic or question. Write the topic name in the centre of the page, and use it as a
starting point to write other key words and phrases. For example:
TEACH A FRIEND: Revise for 10 minutes and then teach a friend what you have just learned. If
you can’t explain it clearly, review your notes and try again.
INTERNET SITES: If you need a break from your notes, websites such as BBC Bitesize and S-Cool
offer mini-tests, videos and revision notes. Remember to be selective though – not all the
material online is relevant to what you are studying, and some of it is more basic than what you
will have learned in class.
GETTING THE MOST OUT OF YOUR REVISION
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If you are revising for more than one exam, create a revision plan to show which day you will
revise each subject, and how long for. You should set aside enough time to complete your
revision without rushing
Be sensible! If you have eight subjects, it is not realistic to revise them all in one day. You may
choose two subjects, and decide to spend 45 minutes on each (with breaks of course!), then
tackle two different subjects the next day.
It is not productive to sit in front of your files for hours at a time. Research has shown that you
learn more by revising in bursts of 20-30 minutes, then taking a 5-10 minute break. Make sure you
have scheduled plenty of breaks into your revision plan.
In your breaks, try to drink water and get some fresh air, to give your brain the best possible
chance! You may want to unwind by watching a few funny clips on the computer, or listening to
the radio for 10 minutes. Playing an addictive computer game may be a good way to relax, but
make sure you don’t get sucked in for hours!
Revising with a friend can be helpful for sharing ideas, testing and motivating each other – as long
as you spend the time working and not chatting!
Remember your brain is part of your body – and your body won’t function properly unless you are
eating and sleeping properly. Creating extra time for revision by skipping meals and going to bed
late is not a good idea.
The night before a exam, review your notes thoroughly, then put them away and relax. You will
perform better the next day if you haven’t spent the whole evening stressing.
Last minute cramming is never an ideal way to revise. Would you find it easier to eat a king size
chocolate cake all at once, or broken down into bite size pieces? Your brain feels the same way
about revision!
On the day of the exam, have one A4 side of notes (maximum) or a few revision cards to look
over, just before you sit the exam. These should help to jog your memory (and should not be new
material you haven’t already learned!)