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Further information on Higher Geography
Course Assessment (December 2013)
Key messages
SQA is currently developing Course and Unit assessments. This document outlines our progress in
Course Assessment for the Higher Course in Geography.
The new Geography Higher Course will maintain the standard of the current qualification at Higher,
and will continue to be benchmarked against SCQF level 6 as well as ensuring that the level of
demand for candidates is consistent with other Higher qualifications.
Course assessment will have two components: a question paper and an assignment. Both will be
externally assessed. Course assessment will be out of 90 marks. The question paper is worth 60
marks and the assignment is worth 30 marks.
The new Geography Higher Course combines popular and relevant contexts from the current
Course as well as introducing updated content, new contexts and increasing personalisation and
choice for learners. The Higher Geography Course has been designed to build on the skills,
knowledge and understanding developed at National 5, and to provide clear progression from
National 5 and on to Advanced Higher. The course will provide opportunities to develop breadth
and depth of knowledge and understanding, and the application of skills through the study of a
range of geographical contexts. Personalisation and choice will be increased through a wider range
of contexts for study, as well as the opportunity for candidates to choose an issue for research in
the assignment.
Across the two components of the course assessment, skills, and knowledge and understanding,
will have equal importance. Skills will be developed within a body of geographical, knowledge and
understanding in physical, human and global issues contexts. Each component will assess both
skills and knowledge and understanding, although the question paper will have a greater emphasis
on knowledge and understanding, while the assignment will have a greater emphasis on the
application of skills.
The question paper will assess mapping skills and the use of numerical and graphical information,
and will sample knowledge and understanding from the Course Specification and the Course
Assessment Specification. It will draw upon styles of questions that are familiar in Geography.
The assignment will apply research skills in the context of a Geographical issue. Learners have an
open choice of issue to allow for personalisation and choice.
During the development of the new Higher Geography Course, we reviewed and revised the
previously-published mandatory documents to provide greater clarity and consistency. The marks
allocated to different sections of the question paper have been revised. Rural land use conflicts and
their management related to glacial and coastal landscapes have been relocated from the Human
Environments section to Physical Environments. In Human Environments, the contexts of housing
and transport have been specified as aspects of urban change. In Global Issues, the term ‘a water
borne disease’ has been replaced with ‘a water related disease’. The skills to be assessed in the
Assignment have been clarified. Updated versions of these documents will be published on the
SQA website in May 2014.
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Points of stability and points of change between current Higher and new Higher
Points of Stability
Points of Change
Skills
Mapping skills and analysis of
numerical/ graphical information.
Use of sources
Use of a range of written,
numerical, graphical and pictorial
sources of information.
Familiar topics and issues will be
retained across all Units and in
the question paper. Retention of
physical, human and global issues
areas of study.
Research skills assessed in the
assignment. Mapping skills assessed
in Application of Geographical Skills
section of the question paper.
In the assignment, candidates will
research a topic or issue and collect
sources of information.
Opportunity to include a range of new
contexts in Global Issues. Reduction in
mandatory content in order to allow
development of geographical skills. No
optional questions in Physical and
Human Environments.
Greater clarity and consistency in use
of command words and in marking
instructions; introduction of new
command words consistent with
assessment of higher-order skills.
Increased flexibility in approaches to
gathering evidence.
Single question paper (2 hours 15
minutes) and assignment (production
of evidence stage in up to 1 hour 30
minutes). Candidates have more time
to complete questions and provide
extended responses.
Application of Geographical Skills
section.
Substantially more detail and advice
and guidance for centres in how marks
are allocated to a range of responses.
Greater clarity in marking principles.
Improved alignment with other
subjects at Higher.
90 marks: 60 from question paper, 30
from assignment. Reduction from 200
across two Question Papers.
Knowledge and
understanding
Question stems /
command words
Unit Assessment
Use of familiar command words
such as: explain, annotate,
evaluate; account for; comment
on the effectiveness of; with the
aid of an annotated diagram.
3 Units
Course
Assessment
Question paper retained.
Types of Question
Extended responses.
Marking
instructions
Will continue to be available.
Level of demand
Benchmarked against SCQF level
6 and current Higher
Marks
Higher specimen question paper
(publication by 28 February 2014)
The question paper will assess the skills and sample knowledge and understanding from the
Course Specification and the Course assessment Specification. It will demonstrate progression
from National 5 as summarised here:
Total marks
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National 5
Higher
60
60
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Time
One hour 30 minutes
Two hours 15 minutes
Sections
3 sections
4 sections
Mark ranges for
each question in the
SQP
3–6
4 – 10
Number of
questions
2-4 per section, 9 overall
5 overall which may be sub-divided
Use of sources
Use up to 4 sources, some of
which should be detailed.
Use a range of detailed/complex
sources.
Question paper
format/optionality/
choice
In Sections 1 and 2, no choice
of questions although optional
landscape types in Section 1;
in Section 3 choice of two from
six parts.
In Sections 1, 2 and 4, all questions
will be compulsory. In Section 3,
candidates have a choice from five
parts of which they must answer two.
Mandatory content
Questions drawn from Physical
Environment, Human
Environment and Global
Issues contexts.
Questions drawn from Physical
Environment, Human Environment
and Global Issues contexts and the
application of geographical skills in an
unfamiliar context.
Depth of treatment
of mandatory
content
Detailed descriptions and
explanations.
Extended responses requiring
knowledge and understanding and
analysis/ evaluation.
Question stems/
command words
 Match the features …
(using an OS map)
 Describe in detail …
 Explain in detail …
 Give reasons …
 Give the advantages/
disadvantages …
 Give map evidence …
 Explain …
 Explain, with the aid of an
annotated diagram, …
 Analyse …
 Account for …
 Evaluate …
 Discuss …
 To what extent …
The purpose of the question paper is to demonstrate application of skills and breadth of knowledge
and understanding by sampling from the mandatory information on Course coverage.
The question paper will give learners an opportunity to demonstrate the following skills:
 using a wide range of geographical skills and techniques
 describing, explaining, analysing and evaluating complex geographical issues, using knowledge
and understanding that is factual and theoretical, of the physical and human processes and
interactions at work in geographical contexts on a local, regional and global scale
The question paper will have four sections. Each will be made up of questions requiring candidates
to draw on the knowledge and understanding and apply skills.
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The knowledge and understanding will be drawn from the Geography (Higher) Course Specification
and the Further Mandatory Information on Course coverage in the Geography (Higher) Course
Assessment Specification.
The question paper will be set and marked by SQA, and conducted in centres under conditions
specified for external examinations by SQA. The question paper will be out of 60 marks. The
duration of the question paper will be two hours 15 minutes. It will be divided into four sections:
sections 1 and 2 will each have 15 marks; section 3 will have 20 marks — candidates will answer 2
from 5 equally-demanding options; section 4 will have 10 marks.
 Section 1: Physical Environments
 Section 2: Human Environments
 Section 3: Global Issues
— River Basin Management
— Development and health
— Global Climate Change
— Trade, Aid and Geopolitics
— Energy
 Section 4: Application of Geographical Skills
Section 1: Physical Environments will have 15 marks. This section will be made up of extended
response questions requiring the learner to draw on the knowledge and understanding and skills
acquired during the Course. Questions will draw on the knowledge and understanding and skills
described in the further mandatory information on Course coverage in the Course Assessment
Specification. Candidates will answer all questions in this section.
Section 2: Human Environments will have 15 marks. This section will be made up of extended
response questions requiring the learner to draw on the knowledge and understanding and skills
acquired during the Course. Questions will draw on the knowledge and understanding and skills
described in the further mandatory information on Course coverage in the Course Assessment
Specification. Candidates will answer all questions in this section.
Section 3: Global Issues will have 20 marks. This section will be made up of extended response
questions requiring the learner to draw on the knowledge and understanding and skills acquired
during the Course. Questions will draw on the knowledge and understanding and skills described in
the further mandatory information on Course coverage in the Course Assessment Specification.
Candidates must answer questions from two out of five options. Within each of the chosen options
candidates must answer all questions.
Section 4: Application of Geographical Skills will have 10 marks. This section will be made up
of extended response questions requiring the learner to apply geographical skills acquired during
the Course. The skills assessed will include mapping skills and the use of numerical/graphical
information.
For the question paper, there will be a separate question paper and answer booklet.
(For sample questions from the current draft of the Specimen Question paper, please see
Appendix 1)
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Higher Assignment
(publication by 31 March 2014)
An assignment is a new method of assessment for this subject.
The assignment will apply research skills in the context of a Geographical topic or issue. Learners
have an open choice of issue to allow for personalisation and choice.
At Higher, the assignment will give learners an opportunity to demonstrate the following higherorder cognitive skills, knowledge and understanding:








identifying a geographical topic or issue
carrying out research, which should include fieldwork where appropriate
considering the suitability of the methods and reliability of the sources used
processing and using a range of information gathered
drawing on detailed knowledge and understanding of the topic or issue
analysing information from a range of sources
reaching a conclusion supported by a range of evidence on a geographical topic or issue
communicating information
At Higher the assignment is worth 30 marks (33% of the total mark). The assignment will have a
greater emphasis on the assessment of skills than the question paper. Up to 20 marks will be
awarded for the assessment of skills; up to 10 marks will be awarded for the assessment of
knowledge and understanding of the topic or issue.
This table illustrates progression from the National 5 assignment to the Higher assignment:
National 5
Higher
Marks
20
30
Time for
production of
evidence stage
Up to one hour under controlled
conditions
Up to one hour 30 minutes under
controlled conditions
Choice of topic
Any relevant geographical topic or Any relevant geographical topic or
issue
issue
Research
Collecting information from a
limited range of sources.
Describing research methods.
Carrying out research which should
include fieldwork where appropriate.
Considering suitability/reliability of
research methods/sources.
Processing
Processing information
Processing a range of information
Using evidence
Use of processed information.
Drawing on knowledge and
understanding
Use of processed information.
Drawing on detailed knowledge and
understanding. Synthesising and
analysing information
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Evaluation
Reaching a well-supported
conclusion
Reaching an overall conclusion
supported by a range of evidence
Presentation
Use structured template
Communicate information
Evidence will be produced in a write-up under controlled conditions, within one hour 30 minutes,
and submitted to SQA for external marking. SQA will produce two documents: Assignment:
General Assessment Information and Assignment: Assessment Task.
Learners will use specified resources during the production of evidence stage. These should show
evidence of primary or secondary research carried out by the candidate and may include, for
example: data gathered during fieldwork; information extracted from maps; statistical, graphical or
numerical data; survey results; interview questions and/or answers; questionnaire and/or results;
list of internet search engine results; newspaper article or extracts; notes taken from a visit or talk;
or notes taken from a written or audio visual source.
The information may be processed by, for example: the annotation of photographs; the production
of sketches, diagrams, cross-sections, transects etc; the production of graphs, charts, statistical
tables etc from data.
Learners may be advised by teachers/ lecturers as to resources that would be appropriate for the
assignment at this SCQF level.
Criteria used to allocate marks
Carrying out research on a geographical topic or issue
Use of and reference to Processed Information
Drawing on knowledge and understanding of the geographical topic or issue
Analysing information
Reaching an overall conclusion, supported by a range of evidence
Communicating information
(For further information from the current draft of the assignment, please see Appendix 2)
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Appendix 1
The following examples show some of the questions in each section of the
current draft of the Specimen Question Paper.
PHYSICAL ENVIRONMENTS
Corries are landscape features present in glaciated upland areas.
Explain the conditions and processes involved in the formation of a corrie.
You may wish to use annotated diagrams.
5
Look at Diagram Q2
Explain how factors such as those shown in the diagram affect the formation
of a brown earth soil.
6
Diagram Q2: Main factors affecting soil formation
Explain why there is a surplus of solar energy in the tropical latitudes and a
deficit of solar energy towards the poles.
You may wish to use an annotated diagram or diagrams.
4
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HUMAN ENVIRONMENTS
Nigeria conducted a population census in 2006. However, the Chairperson
of the National Population Commission stated in 2012 that “Nigeria has no
data. People can’t really tell you precisely what the population is.”
Another census will be conducted in 2016.
Explain the problems of collecting accurate population data in developing
countries.
6
2012 saw a significant increase in Germany's population. This was not due to
a sudden baby boom, but to the many immigrants moving to the country.
Experts point out this could result in both benefits and problems.
Referring to a named case study, analyse the impact of migration on either
the donor country or the receiving country.
5
Referring to either a named rainforest or a named semi-arid area, explain
the techniques used to combat rural land degradation.
4
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GLOBAL ISSUES
Development and Health
For Malaria or any other water-related disease that you have studied:
i) explain the methods used to try and control the spread of the disease; and
ii) evaluate the effectiveness of these methods
(10 marks)
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Energy
(a)
Look at Graph Q11 below.
Explain the differences in energy consumption between developed and
developing countries.
4 marks
(b)
Referring to different countries, evaluate the suitability of renewable
approaches to generating energy.
6 marks
(10 marks)
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APPLICATION OF GEOGRAPHICAL SKILLS
The city of Lincoln has decided to hold a 10k race. Working to the brief below, a
route has been proposed.
Brief for Lincoln 10k race
The route should:





be suitable for all participants
cause minimum disruption to people and business in the local area
promote business in the local area
have a suitable start/finish line
be scenic/interesting for participants
Study Map Q12 – Proposed Route; OS Map (Extract 2349/EXP272: Lincoln); Graph
Q12; and Diagram Q12.
Referring to map evidence and other information from the sources, evaluate the
suitability of the proposed route (Map Q12) in relation to the brief for the 10k
race.
You should suggest possible improvements to the route.
10 marks
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Map Q12: Proposed10k route
Start/Finish
(976718)
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Diagram Q12
Lincoln 10k Run
Sunday 16th February
Join over 5,000 people
taking part
Live music from local
bands
Safe route along closed
roads
For further information on the race and nearby accommodation go to:
www.visitlincoln.co.uk
Graph Q12: Visitor numbers to Lincoln
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General marking principles for Higher Geography
The following general marking principles must be applied when marking all candidate
responses to questions in this Paper. These principles must be read in conjunction with the
detailed Marking Instructions for each question. The marking schemes are written to assist in
determining the ‘minimal acceptable answer’ rather than listing every possible correct and
incorrect answer.
a) Marks for each candidate response must always be assigned in line with these
general marking principles and the detailed Marking Instructions for the relevant
question. If a specific candidate response does not seem to be covered by either the
principles or detailed Marking Instructions, and you are uncertain how to assess it,
you must seek guidance from your Team Leader/Principal Assessor. You can do this
by posting a question on the Marking Team forum or by e-mailing/phoning the emarker Helpline.
b) Marking should always be positive, i.e. marks should be awarded for what is correct
and not deducted for errors or omissions.
c) Where the candidate violates the rubric of the paper and answers two parts in one
section, both responses should be marked and the better mark recorded.
d) Marking must be consistent. Never make a hasty judgement on a response based on
length, quality of hand writing or a confused start.
e) Use the full range of marks available for each question.
f) The detailed marking instructions are not an exhaustive list. Other relevant points
should be credited.
g) For credit to be given, points must relate to the question asked. Where candidates
give points of knowledge without specifying the context, these should be rewarded
unless it is clear that they do not refer to the context of the question.
h) For knowledge/understanding marks to be awarded, points must be:
a. relevant to the issue in the question
b. developed (by providing additional detail, exemplification, reasons or
evidence)
c. used to respond to the demands of the question (i.e. evaluate, analyse, etc)
Marking principles for each question type
There are a range of types of question which could be asked within this question paper. For
each, the following provides an overview of marking principles, and an example for each.
Explain
Questions which ask candidates to explain or suggest reasons for the cause or impact of
something or require them to refer to causal connections and relationships: candidates must
do more than describe to gain credit here.
Where this occurs in a question asking about a landscape feature, candidates should refer to
the processes leading to landscape formation.
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Where candidates are provided with sources, they should make use of these and refer to
them within their answer for full marks.
Where candidates provide a purely descriptive answer or one where development is
limited, no more than half marks should be awarded for the question.
Other questions look for higher-order skills to be demonstrated and will use command words
such as analyse, evaluate, to what extent does, discuss.
Analyse
Where candidates are asked to analyse they should identify parts of a topic or issue and
refer to the interrelationships between, or impacts of, various factors, eg analyse the soilforming properties which lead to the formation of a gley soil. Candidates would be expected
to refer to how the various soil formatting properties contributed to the formation.
Evaluate
Where candidates are asked to evaluate, they should be making a judgement of the
success, failure, or impact of something based on criteria. Candidates would be expected to
briefly describe the strategy/project being evaluated before offering an evidenced
conclusion.
Account for
Where candidates are being asked to account for, they are required to give reasons, often
(but not exclusively) from a resource, eg for a change in trade figures, a need for water
management, or differences in development between contrasting developing countries.
Discuss
These questions are looking for candidates to explore ideas about a project, or the impact of
a change. Candidates will be expected to consider different views on an issue/argument.
This might not be a balanced argument, but there should be a range of impacts or ideas
within the answer.
'To what extent'
This asks candidates to consider the impact of a management strategy or strategies they
have explored. Candidates would be expected to briefly describe the strategy/project being
evaluated before offering an evidenced conclusion. Candidates do not need to offer an
overall opinion based on a variety of strategies, but should assess each separately.
The Specimen Question Paper will also include detailed marking instructions showing how
general marking principles will be applied to each specific question and examples of
appropriate content.
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Appendix 2
The following information is taken from the current draft of the Specimen
Assignment.
General Marking Principles for Higher Geography: Assignment
This information is provided to help you understand the general principles that will be applied
when marking candidate responses in this assignment. These principles are reflected in the
specific marking instructions that will be used to mark the assignment.
a) Marks for each candidate response must always be assigned in line with
these general marking principles and the specific marking Instructions.
b) If a specific candidate response does not seem to be covered by either these
principles or detailed Marking Instructions, or where they have researched an
area in which you are unable to verify the knowledge which they have
presented, and you are uncertain how to assess it, you must seek guidance
from your Assessment Leader/Principal Assessor.
c) Marking will always be positive, ie marks will be awarded for what is correct
and not deducted for errors or omissions.
Candidates may demonstrate a range of approaches to how they structure their assignment
evidence in the production of evidence stage.
Candidates may demonstrate their skills, knowledge and understanding in a variety of ways
and at different points in their assignment evidence. Markers should credit relevant and
appropriate skills, knowledge and understanding wherever it is demonstrated.
In presenting their findings, candidates should show the following skills, knowledge and
understanding:
A. Carrying out research on a geographical topic or issue
 Candidates can be credited in a number of ways.
 Candidates may demonstrate:
o
o
detailed knowledge of the geographical methods and techniques they have used
in their research
an evaluation of the usefulness and/or reliability of methods of research or
sources of information
B. Use of and reference to Processed Information
 Candidates can be credited in a number of ways.
C. Drawing on knowledge and understanding of the geographical topic or issue
 Candidates can be credited in a number of ways.
D. Analysing information
 Candidates can be credited in a number of ways.
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 Candidates will use their knowledge and understanding/source(s) to identify relevant
components and demonstrate analytical skills
E. Reaching an overall conclusion, supported by a range of evidence
 Candidates can be credited in a number of ways.
 Candidates will use their analysis in order to make an overall judgement about the
issue or topic
F. Communicating information
 Candidates can be credited in a number of ways.
Specified resources to be taken into assessment
Candidates may take Processed Information collected during the research phase into the
production of evidence stage.
This evidence should consist of no more than two single-sided sheets of A4. Candidates
should be encouraged to process, annotate or highlight information on their resources before
the production of evidence stage.
This Research Evidence must be submitted to the SQA along with the candidate evidence
produced under a high degree of supervision.
The nature of the resources taken into the write up should show evidence of primary or
secondary research carried out by the candidate and may include, for example: data
gathered during fieldwork; information extracted from maps; statistical, graphical or
numerical data; survey results; interview questions and/or answers; questionnaire and/or
results; list of internet search engine results; newspaper article or extracts; notes taken from
a visit or talk; or notes taken from a written or audio visual source.
The information may be processed by, for example: the annotation of photographs; the
production of sketches, diagrams, cross-sections, transects etc; the production of graphs,
charts, statistical tables etc from data
Candidates can receive guidance from their assessor on the type of resources which would
be appropriate for the assignment at this SCQF level.
While no marks are awarded for the Processed Information taken into the assessment,
candidates must make reference to the results of their research contained in these
resources in order to support their analysis. Otherwise they will not be able to achieve all the
marks available.
Further information will be provided on the allocation of marks for the Higher Geography:
Assignment
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