A-LEVEL GEOGRAPHY DRAFT 7037

Transcription

1 A-LEVEL GEOGRAPHY DRAFT 7037 Specification For teaching from September 2016 onwards For A-level exams in 2018 onwards Version May 2015

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3 A-level Geography DRAFT A-level exams June 2018 onwards. Version May 2015 Contents 1 Introduction Why choose AQA for A-level Geography Support and resources to help you teach Draft specification 6 2 Specification at a glance Subject content Assessments 8 3 Subject content Physical geography Human geography Geography investigation Geographical skills checklist 34 4 Scheme of assessment Aims Assessment objectives Assessment weightings 38 5 Non-exam assessment administration Teacher standardisation Internal standardisation Submitting marks 42 6 General administration Entries and codes Overlaps with other qualifications Awarding grades and reporting results Re-sits and shelf life Previous learning and prerequisites Access to assessment: diversity and inclusion Working with AQA for the first time Private candidates 45 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 3

4 Are you using the latest version of this specification? You will always find the most up-to-date version of this specification on our website at aqa.org.uk/7037 We will write to you if there are significant changes to the specification. 4 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

5 A-level Geography DRAFT A-level exams June 2018 onwards. Version May Introduction 1.1 Why choose AQA for A-level Geography Our new specification will excite your students minds, challenge perceptions and stimulate their investigative and analytical skills. Whilst new units have been added to reflect the world today, you ll see it s retained much of the topics you and your students enjoy, including hazards and population. We created it with help of experienced teachers, so we re confident you ll find it practical to teach too. Content enables you to teach AS simultaneously with the first year of A-level, allowing for maximum flexibility in lesson timetabling and teaching resources. We want to make the transition to this new qualification as smooth for you as possible, so we ve created a number of resources. These include clear and inspiring schemes of work, lesson plans and a toolkit designed to help you with the new fieldwork requirements. All of this will help you provide your students with the knowledge, skills and enthusiasm sought by higher education and employers. If you ve any queries or concerns, our subject experts are just an or phone call away. You can find out about all our Geography qualifications at aqa.org.uk/geography 1.2 Support and resources to help you teach We ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams. Teaching resources Visit aqa.org.uk/7037 to see all our teaching resources. They include: dedicated students textbooks approved by AQA specimen question papers and mark schemes to show you what the exam will look like enhanced schemes of work to provide you with a range of suggestions for lesson activities, resources and more fieldwork toolkit to support your delivery of this key element of the specification a dedicated advisor to help you deliver the fieldwork and non-exam assessment requirements training courses to help you deliver AQA Geography qualifications subject expertise courses for all teachers, from newly-qualified teachers who are just getting started to experienced teachers looking for fresh inspiration. Preparing for exams Visit aqa.org.uk/7037 for everything you need to prepare for our exams, including: Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 5

6 past papers, mark schemes and examiners reports specimen papers and mark schemes for new courses Exampro: a searchable bank of past AQA exam questions exemplar student answers with examiner commentaries. Analyse your students' results with Enhanced Results Analysis (ERA) Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve. ERA, our free online results analysis tool, will help you see where to focus your teaching. Register at aqa.org.uk/era For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit aqa.org.uk/results Keep your skills up-to-date with professional development Wherever you are in your career, there s always something new to learn. As well as subjectspecific training, we offer a range of courses to help boost your skills. Improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements. Prepare for a new role with our leadership and management courses. You can attend a course at venues around the country, in your school or online whatever suits your needs and availability. Find out more at coursesandevents.aqa.org.uk Help and support available Visit our website for information, guidance, support and resources at aqa.org.uk/7037 If you'd like us to share news and information about this qualification, sign up for s and updates at aqa.org.uk/keepinformedgeography Alternatively, you can call or our subject team direct. E: geography@aqa.org.uk T: Draft specification This draft qualification has not yet been accredited by Ofqual. We have published it now, to show you our proposal for the new A-level Geography. Further changes may be required and no assurance can be given that this proposed qualification will be made available in its current form, or that it will be accredited in time for first teaching in September 2016 and first award in August Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

7 A-level Geography DRAFT A-level exams June 2018 onwards. Version May Specification at a glance This qualification is linear. Linear means that students will sit all their exams and submit all their non-exam assessment at the end of the course. 2.1 Subject content Physical geography 1. Water and carbon cycles (page 11) 2. Hot desert environments and their margins (page 12) 3. Coastal systems and landscapes (page 13) 4. Hazards (page 14) 5. Ecosystems under stress (page 16) 6. Cold environments (page 17) Human geography 7. Global systems and global governance (page 18) 8. Changing places (page 20) 9. Contemporary urban environments (page 21) 10. Population and the environment (page 23) 11. Resource security (page 24) Geography investigation 12. Fieldwork requirements (page 26) 13. Investigation requirements (page 26) Geographical skills 14. Geographical skills checklist (page 34) Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 7

8 2.2 Assessments Component 1: Physical geography What's assessed Section A: Water and carbon cycles Section B: either Hot desert environments and their margins or Coastal systems and landscapes Section C: either Hazards or Ecosystems under stress or Cold environments How it's assessed Written exam: 2 hours 30 minutes 96 marks 40% of A-level Questions Section A: answer all questions (27 marks) Section B: answer either question 3 or question 4 (27 marks) Section C: answer either question 5 or question 6 or question 7 (42 marks) Question types: multiple-choice, short answer, levels of response and extended prose Component 2: Human geography What's assessed Section A: Global systems and global governance Section B: Changing places Section C: either Contempoary urban environments or Population and the environment or Resource security How it's assessed Written exam: 2 hours 30 minutes 96 marks 40% of A-level Questions Section A: answer all questions (27 marks) Section B: answer all questions (27 marks) Section C: answer either question 5 or question 6 or question 7 (42 marks) Question types: multiple-choice, short answer, levels of response, extended prose 8 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

9 A-level Geography DRAFT A-level exams June 2018 onwards. Version May 2015 Component 3: Geographical investigation What's assessed Students complete an individual investigation which must include data collected in the field. The individual investigation must be based on a question or issue defined and developed by the student relating to any part of the specification content. How it's assessed 3,000 4,000 words 35 marks 20% of A-level marked by teachers moderated by AQA Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 9

10 10 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

11 A-level Geography DRAFT A-level exams June 2018 onwards. Version May Subject content 3.1 Physical geography Water and carbon cycles We ve designed this section of our specification to focus on the major stores of water and carbon at or near the Earth s surface and the dynamic cyclical relationships associated with them. These are major elements in the natural environment and understanding them is fundamental to many aspects of physical geography. This section specifies a systems approach to the study of water and carbon cycles. The content invites students to contemplate the magnitude and significance of the cycles at a variety of scales, their relevance to wider geography and their central importance for human populations. The section offers the opportunity to exercise and develop geographical skills including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork Water and carbon cycles as natural systems Systems in physical geography: systems concepts and their application to the water and carbon cycles inputs outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium The water cycle Global distribution and size of major stores of water lithosphere, hydrosphere, cryosphere and atmosphere. Factors driving change in the magnitude of these stores, including flows and transfers at hill slope, drainage basin and global scales with reference to varying timescales involved. Drainage basins as open systems inputs and outputs, to include precipitation, evapotranspiration and runoff; stores and flows, to include interception, surface, soil water, groundwater and channel storage; stemflow, infiltration overland flow, and channel flow. Concept of water balance. Runoff variation and the flood hydrograph. Changes in the water cycle over time to include natural variation (including storm events, seasonal changes) and human impact (including farming practices, land use change and water abstraction) The carbon cycle Global distribution, and size of major stores of carbon lithosphere, hydrosphere, cryosphere biosphere, atmosphere. Factors driving change in the magnitude of these stores, including flows and transfers at plant, sere and continental scales. Photosynthesis, respiration, decomposition, combustion, burial, compaction, carbon sequestration, weathering. Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 11

12 Changes in the carbon cycle over time, to include natural variation (including wild fires, volcanic activity) and human impact (including hydrocarbon fuel extraction and burning, farming practices, deforestation, land use changes). The carbon budget and the impact of the carbon cycle upon land, ocean and atmosphere, including global climate Water, carbon and climate The relationship between the water cycle and carbon cycle in the atmosphere. The role of feedbacks within and between cycles and their link to climate change. Human interventions in the carbon cycle designed to influence carbon transfers and mitigate the impacts of climate change Case studies Case study of a tropical rainforest setting to illustrate and analyse key themes in water and carbon cycles and their relationship to environmental change and human activity. Case study of a river catchment(s) at a local scale to illustrate and analyse the key themes above, engage with field data and consider the impact of precipitation upon drainage basin stores and transfers and implications for sustainable water supply and/or flooding Hot desert environments and their margins We ve designed this section of our specification to focus on drylands which occur at all latitudes and are characterised by limited soil moisture caused by low precipitation and high evaporation. The focus is on hot deserts and their margins, where the operation of characteristic aeolian and episodic fluvial processes with their distinctive landscape outcomes are readily observable. In common with water and carbon cycles, a systems approach to study is specified. Student engagement with content fosters informed appreciation of the beauty and diversity of deserts and the challenges they present as human habitats. The section offers the opportunity, in the right settings, to exercise and develop geographical skills, including observation, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork Deserts as natural systems Systems in physical geography: systems concepts and their application to the development of desert landscapes inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium. The concepts of landform and landscape and how related landforms combine to form characteristic landscapes. The global distribution of mid and low latitude deserts and their margins (arid and semi-arid). Characteristics of hot desert environments and their margins: climate, soils and vegetation (and their interaction). Water balance and aridity index. The causes of aridity: atmospheric processes relating to pressure, winds, continentality, relief and cold ocean currents Systems and processes Sources of energy in hot desert environments: insolation, winds, runoff. Sediment sources, cells and budgets. 12 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

13 A-level Geography DRAFT A-level exams June 2018 onwards. Version May 2015 Geomorphological processes: weathering, mass movement, erosion, transportation and deposition. Distinctively arid geomorphological processes: weathering (thermal fracture, exfoliation, chemical weathering, block and granular disintegration). The role of wind erosion: deflation and abrasion; transportation; suspension, saltation, surface creep, deposition. Sources of water: exogenous, endoreic and ephemeral; the episodic role of water; sheet flooding, channel flash flooding Arid landscape development Origin and development of landforms of mid and low latitude deserts: aeolian deflation hollows, desert pavements, ventifacts, yardangs, zeugen, barchans and sief dunes; water wadis, bahadas, pediments, playas, inselbergs. The relationship between process, time, landforms and landscapes in mid and low latitude desert settings: characteristic desert landscapes Desertification The changing extent and distribution of hot deserts over the last 10,000 years. The causes of desertification climate change and human impact; distribution of areas at risk; impact on ecosystems, landscapes and populations. Predicted climate change and its impacts; alternative possible futures for local populations Case studies Case study of a hot desert environment setting to illustrate and analyse key themes set out above and engage with field data (exemplifying field data may be gathered in settings that experience some of the aeolian processes associated with mid and low latitude desert environments such as coastal dunes). Case study of a relevant setting at a local scale to illustrate and analyse key themes of desertification, causes and impacts, implications for sustainable development. Evaluation of human responses of resilience, mitigation and adaptation Coastal systems and landscapes We ve designed this section of our specification to focus on coastal zones, which are dynamic environments in which landscapes develop by the interaction of winds, waves, currents and terrestrial and marine sediments. The operation and outcomes of fundamental geomorphological processes and their association with distinctive landscapes are readily observable. In common with water and carbon cycles, a systems approach to study is specified. Student engagement with content fosters an informed appreciation of the beauty and diversity of coasts and their importance as human habitats. The section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork Coasts as natural systems Systems in physical geography: systems concepts and their application to the development of coastal landscapes inputs, outputs, energy, stores/components, flows/transfers, positive/negative feedback, dynamic equilibrium. The concepts of landform and landscape and how related landforms combine to form characteristic landscapes. Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 13

14 Systems and processes Sources of energy in coastal environments: winds, waves (constructive and destructive), currents and tides. Low energy and high energy coasts. Sediment sources, cells and budgets. Geomorphological processes: weathering, mass movement, erosion, transportation and deposition. Distinctively coastal processes: marine: erosion hydraulic action, wave quarrying, corrasion/ abrasion, cavitation, solution, attrition; transportation: traction, suspension (longshore/littoral drift) and deposition; sub-aerial weathering, mass movement and runoff Coastal landscape development The relationship between process, time, landforms and landscapes in coastal settings. Origin and development of landforms and landscapes of coastal erosion: cliffs and wave cut platforms, cliff profile features including caves, arches and stacks; factors and processes in their development. Origin and development of landforms and landscapes of coastal deposition. Beaches, simple and compound spits, tombolos, offshore bars, barrier beaches and islands and sand dunes; factors and processes in their development. Estuarine mudflat/saltmarsh environments and associated landscapes; factors and processes in their development. Eustatic, isostatic and tectonic sea level change: major changes in sea level in the last 10,000 years. Coastlines of emergence and submergence. Origin and development of associated landforms: raised beaches, marine platforms; rias, fjords, Dalmatian coasts. Recent and predicted climatic change and potential impact on coasts Coastal management Human intervention in coastal landscapes. Traditional approaches to coastal flood and erosion risk: hard and soft engineering. Sustainable approaches to coastal flood risk and coastal erosion management: shoreline management/integrated coastal zone management Case studies Case study(ies) of coastal environment(s) at a local scale to illustrate and analyse fundamental coastal processes, their landscape outcomes as set out above and engage with field data and challenges represented in their sustainable management. Case study of a coastal environment beyond the United Kingdom (UK) to illustrate and analyse coasts as presenting risks and opportunities for human occupation and development. Evaluation of human responses of resilience, mitigation and adaptation Hazards We ve designed this optional section of our specification to focus on the lithosphere and the atmosphere, which intermittently but regularly present hazards to human populations, often in dramatic and sometimes catastrophic fashion. By exploring the origin and nature of these hazards and the various ways in which people respond to them, students are able to engage with many dimensions of the relationships between people and the environment they occupy. Study of this 14 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

15 A-level Geography DRAFT A-level exams June 2018 onwards. Version May 2015 section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork The concept of hazard in a geographical context Nature, forms and potential impacts of natural hazards (geophysical, atmospheric and hydrological). Hazard perception and its economic and cultural determinants. Characteristic human responses fatalism, prediction, adjustment/adaptation, mitigation, management, risk sharing and their relationship to hazard incidence, intensity, magnitude, distribution and level of development Volcanic hazards The nature of vulcanicity and its underlying causes: forms of volcanic hazard: nuées ardentes, lava flows, mudflows, pyroclastic and ash fallout, gases/acid rain, tephra. Spatial distribution, randomness, magnitude, frequency, regularity and predictability of hazard events. Impacts (primary/secondary, environmental, social, economic, political). Short and long-term responses (risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation). Impacts and human responses as evidenced by a recent volcanic event Seismic hazards The nature of seismicity and its underlying causes: forms of seismic hazard: earthquakes, tsunamis. Spatial distribution, randomness, magnitude, frequency, regularity, predictability of hazard events. Impacts: primary/secondary; environmental, social, economic, political. Short and long term responses; risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation. Impacts and human responses as evidenced by a recent seismic event Storm hazards The nature of tropical storms and their underlying causes. Forms of storm hazard: high winds, storm surges, coastal flooding, river flooding and landslides. Spatial distribution, magnitude, frequency, regularity, predictability of hazard events. Impacts (primary/secondary, environmental, social, economic, political). Short and long term responses (risk management designed to reduce the impacts of the hazard through preparedness, mitigation, prevention and adaptation). Impacts and human responses as evidenced by two recent tropical storms in contrasting areas of the world Case studies Case study of a multi-hazardous environment beyond the UK to illustrate and analyse the nature of the hazards and the social, economic and environmental risks presented, and how human qualities and responses such as resilience, adaptation, mitigation and management contribute to its continuing human occupation. Case study at a local scale of a specified place in a hazardous setting to illustrate the physical nature of the hazard and analyse how the economic, social and political character of its community reflects the presence and impacts of the hazard and the community s response to the risk. Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 15

16 3.1.5 Ecosystems under stress We ve designed this optional section of our specification to focus on the biosphere and in particular the nature and functioning of ecosystems and their relationships to the nature and intensity of human activities. Study of the impact of population growth and economic development on ecosystems at various scales affords the opportunity for students to engage with fundamental contemporary people environment issues including those relating to biodiversity and sustainability. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork Ecosystems and sustainability The concept of biodiversity. Local and global trends in biodiversity. Causes, rates and potential impacts of declining biodiversity. Ecosystems and their importance for human populations in the light of continuing population growth and economic development. Human populations in ecosystem development and sustainability Ecosystems and processes Nature of ecosystems their structure, energy flows, trophic levels, food chains and food webs. Application of systems concepts to ecosystems inputs, outputs, stores and transfers of energy and materials. Concepts of biomass and net primary production. Concepts of succession: seral stages, climatic climax, sub-climax and plagioclimax. Nutrient cycling. Nature of terrestrial ecosystems and the inter-connections between climate, vegetation, soil and topography which produce them. Ecosystem responses to changes in one or more of their components or environmental controls. Factors influencing the changing of ecosystems, including climate change and human exploitation of the global environment Biomes The concept of the biome. The global distribution of major terrestrial biomes. The nature of two contrasting biomes, to include: the main characteristics of each biome ecological responses to the climate, soil and soil moisture budget adaptations by flora and fauna human activity and its impact on each biome typical development issues in each biome to include changes in population, economic development, agricultural extension and intensification, implications for biodiversity and sustainability Local ecosystems The main characteristics of a distinctive local ecosystem (such as an area of heathland, managed parkland, pond, dune system). Ecological responses to the climate, soil and soil moisture budget adaptations by flora and fauna. 16 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

17 A-level Geography DRAFT A-level exams June 2018 onwards. Version May 2015 Local factors in ecological development and change (such as agriculture, urban change, the planned and unplanned introduction of new species). The impacts of change and measures to manage these impacts. Conservation strategies and their implementation in specific settings Case studies Case study of a specified region experiencing ecological change to illustrate and analyse the nature of the change and the reasons for it, how the economic, social and political character of its community reflects its ecological setting and how the community is responding to change. Case study of a specified ecosystem at a local scale to illustrate and analyse key themes set out above, including the nature and properties of the ecosystem, human impact upon it and the challenges and opportunities presented in its sustainable development Cold environments We ve designed this optional section of our specification to focus on the distinctive physical processes and landscapes associated with cold environments and the challenges and opportunities they present for human occupation and development. Study of human adaptations and responses to challenging circumstances at various scales affords the opportunity for students to engage with fundamental contemporary people environment issues including biodiversity and sustainability aspects in fragile settings. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork The nature and distribution of cold environments Physical characteristics of cold environments. The global distribution of past and present cold environments (polar, alpine, glacial and periglacial) and of areas affected by the Pleistocene glaciations Processes and landscapes Glacial systems including glacial budgets. Ablation and accumulation historical patterns of ice advance and retreat. Warm and cold based glaciers: characteristics and development. Geomorphological processes weathering: frost action, nivation; ice movement: internal deformation, rotational, compressional, extensional and basal sliding; erosion: plucking, abrasion; transportation and deposition. Erosional and depositional landforms: corries, arêtes, glacial troughs, hanging valleys, truncated spurs, roche moutonnee; drumlins, erratics, moraines, till plains. Characteristic glaciated landscapes. Fluvioglacial processes: meltwater, erosion transportation and deposition. Fluvioglacial landforms of erosion and deposition: meltwater channels, kames, eskers, outwash plains. Characteristic fluvioglacial landscapes. Periglacial features: permafrost, active layer. Periglacial mass movement processes. Periglacial landforms: patterned ground, ice wedges, pingoes, blockfields, solifluction lobes, terracettes, thermokarst. Characteristic periglacial landscapes. Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 17

18 Human occupation and development of cold environments Human impacts on cold environments. Concept of environmental fragility. The relationships between human activity, biodiversity and sustainability. Recent and prospective impact of climate change. Cold environments as human habitats; opportunities and risks presented by cold environments for human occupation; human adjustments to extremity; typical forms of occupation and economic activity related to environmental characteristics (ie in different cold environment types). Varying impacts of human activity on fragile cold environments over time and at a variety of scales in relation to the potential for sustainable development. Management of cold environments at present and in alternative possible futures Case studies Case study of a specified tundra or alpine region to illustrate and analyse how its occupation presents social, economic and environmental challenges and how human responses such as adaptation, mitigation and management might contribute to its continuing sustainable development. Case study at a local scale of a specified place in a cold environment to illustrate and analyse how the economic, social and political character of its community reflects the environmental circumstances and its impacts upon it and how the community is adjusting to the prospect of climatic and other environmental change. 3.2 Human geography Global systems and global governance We ve designed this section of our specification to focus on globalisation the economic, political and social changes associated with technological and other driving forces which have been a key feature of global economy and society in recent decades. Increased interdependence and transformed relationships between peoples, states and environments have prompted more or less successful attempts at a global level to manage and govern some aspects of human affairs. Students engage with important dimensions of these phenomena with particular emphasis on international trade and access to markets and the governance of the global commons. Students contemplate many complex dimensions of contemporary world affairs and their own place in and perspective on them. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork International trade and access to markets Globalisation Factors and dimensions in globalisation: flows of capital, labour, products, services and information; global marketing; patterns of production, distribution and consumption Forms/patterns Trends in the volume and pattern of international trade and investment associated with globalisation. 18 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

19 A-level Geography DRAFT A-level exams June 2018 onwards. Version May 2015 The development of technologies, systems and arrangements supporting international trade, including financial, transport, security, communications, management and information systems and trade agreements. The nature and role of transnational corporations (TNCs), including their spatial organisation, production, linkages, trading and marketing patterns, with a detailed study of a specified TNC. World trade in at least one food commodity or one manufacturing product Impacts Economic, political, social and environmental interdependence. Benefits of globalisation in terms of growth, development, integration, stability. Costs of globalisation in terms of inequalities, injustice, conflict and environmental impact. The effect of globalisation on the international labour market, including outsourcing and the international movement of labour. Issues associated with globalisation, including inequalities within and between countries to include contrasts in power relations between large, highly developed trading entities such as the United States, the European Union, emerging major economies such as China and India and smaller, less developed economies such as countries of sub-saharan Africa, southern Asia and Latin America Global governance Responses to globalisation Attempts to tackle problems associated with globalisation including inequalities and access to markets. Regional and global international trading agreements, to include World Trade Organisation (WTO), North American Free Trade Agreement (NAFTA) and the European Union (EU). International development organisations and non-government organisations (NGOs). The promotion and development of fair trade and ethical investment The global commons The concept of the global commons with particular reference to Antarctica (including the Southern Ocean as far north as the Antarctic Convergence). The rights of all to the benefits of the global commons. Acknowledgement that the rights of all people to sustainable development must also acknowledge the need to protect the global commons. The location of Antarctica and the Antarctic Convergence. An outline of the physical geography and climate of Antarctica and the Southern Ocean Threats to Antarctica Threats to Antarctica arising from: climate change fishing and whaling the search for mineral resources tourism and scientific research Protection of Antarctica The concepts of resilience, mitigation and adaptation applied to the protection of threatened environments in Antarctica. Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 19

20 The governance of Antarctica to include the Antarctic Treaty (1959), the Protocol on Environmental Protection to the Antarctic Treaty (1991) their purpose scope and systems for inspection and enforcement. International government organisations to include United Nations (UN) agencies such as United Nations Environment Programme (UNEP) and the International Whaling Commission. The roles of the British Antarctic Survey and the Scientific Committee on Antarctic Research in increasing understanding of Antarctica. The role of NGOs in monitoring threats and enhancing protection of Antarctica Changing places We ve designed this section of our specification to focus on people's engagement with places, their experience of them and the qualities they ascribe to them which are of fundamental importance in their lives. Students acknowledge this importance and engage with how places are known and experienced, how their character is appreciated and the factors and processes which bear upon these matters. Students are required to embed their studies in two contrasting places, one to be local, using a variety of appropriate investigative techniques. They should come to know the nature and character of these places and how they reveal their meanings in the light of changing circumstances. Study of this section offers particular opportunities to exercise and develop qualitative (and quantitative) investigative techniques and practice-related observation, measurement and various mapping skills, together with data manipulation and statistical skills including those associated with and arising from fieldwork The nature and importance of places The concept of place and the importance of place in human life and experience. Insider and outsider perspectives on place. Categories of place: far places and near places experienced places and media places public places and private places Knowing and understanding places Acquiring, developing and communicating a sense of place: the role of direct experience as compared with representations of place by others (eg novelists, advertisers, economic development agencies, cartographers etc) in diverse media (eg film, photography, art, story, song etc). Manipulation and management of the perception of place, eg to further policy ends, by agencies such as community groups, corporate entities, local and national governments etc. Understanding places through collection and analysis of quantitative and qualitative data The dynamics of changing places The character of places and the communities that occupy them. Factors contributing to the character of places: endogenous: location, topography, physical geography, history, land use, built environment and infrastructure, demographic and economic characteristics 20 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

21 A-level Geography DRAFT A-level exams June 2018 onwards. Version May 2015 exogenous: relationships with other places as shown by flows of people, goods, resources, capital, ideas and decisions agents of change: local individuals and populations, community groups, institutions, corporate entities, central and local government, the media and communication networks. Places in context: the regional, national, international and global relationships which impact on places Place studies Place study exploring the developing character of a place local to the home or study centre. Place study exploring the developing character of a contrasting and distant place. This place could be in the same country or a different country but it should show significant contrast in terms of economic development and/or population density and/or cultural background and/or systems of political and economic organisation. Both place studies must use a variety of sources to acquire knowledge and understanding of the places and their changing characters. Suitable data sources could include: statistics, such as census data maps geo-located data geospatial data, including geographic information systems (GIS) applications photographs text, from varied media audio-visual media artistic representations oral sources, such as interviews, reminiscences, songs etc. Sources must include qualitative and quantitative data to represent places in the past and at present. Their use should allow the development of critical perspectives on the data categories. Both place studies must refer to people s lived experience of the place in the past and at present. In addition both place studies must refer to: either changing demographic and cultural characteristics of the place or economic change over time and its effects on the place Contemporary urban environments We ve designed this optional section of our specification to focus on urban growth and change which are seemingly ubiquitous processes and present significant environmental and social challenges for human populations. The section examines these processes and challenges and the issues associated with them, in particular the potential for environmental sustainability and social cohesion. Engaging with these themes in a range of urban settings from contrasting areas of the world affords the opportunity for students to appreciate human diversity and develop awareness and insight into profound questions of opportunity, equity and sustainability. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork. Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 21

22 Urbanisation Global patterns of urbanisation since Urbanisation, suburbanisation, counter-urbanisation, urban resurgence. The emergence of megacities and world cities and their role in global and regional economies. Economic, social, technological, political and demographic processes associated with urbanisation and urban growth Urban forms Urban characteristics in contrasting settings. Contemporary characteristics of mega/world cities. Spatial patterns of land use, economic inequality and cultural diversity in contrasting urban areas, and the factors that influence them Social and economic issues associated with urbanisation Issues associated with economic inequality and cultural diversity in contrasting urban areas. Strategies to manage these issues Urban climate The impact of urban forms and processes on local climate and weather. Urban temperatures: the urban heat island effect. Precipitation: frequency and intensity. Fogs and thunderstorms in urban environments. Wind: the effects of urban structures and layout on wind speed, direction and frequency. Air quality: particulate and photo-chemical pollution. Pollution reduction policies Urban drainage Urban precipitation, surfaces and catchment characteristics; impacts on drainage basin storage areas; urban water cycle: water movement through urban catchments as measured by hydrographs. Issues associated with catchment management in urban areas. The development of sustainable urban drainage systems (SUDS). River restoration and conservation in damaged urban catchments with reference to a specific project. Reasons for and aims of the project; attitudes and contributions of parties involved; project activities and evaluation of project outcomes Other contemporary urban environmental issues Environmental problems in contrasting urban areas: atmospheric pollution, water pollution, dereliction and waste disposal. Strategies to manage these environmental problems Sustainable urban growth Features of sustainable cities. Contemporary opportunities and challenges in developing more sustainable cities. Strategies for developing more sustainable cities. 22 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

23 A-level Geography DRAFT A-level exams June 2018 onwards. Version May Case studies Case studies of two contrasting urban areas to illustrate and analyse key themes set out above, to include: patterns of economic and social well-being the nature and impact of physical environmental conditions with particular reference to the implications for environmental sustainability, the character of the study areas and the experience and attitudes of their populations Population and the environment We ve designed this optional section of our specification to focus on the continuing growth of human populations, associated with economic development and changing lifestyles, which continues to be one of the defining features of the present era. Migration change is significant at local and regional scales. This section explores the relationships between population numbers, population health and wellbeing, levels of economic development and the role and impact of the natural environment. Engaging with these themes at different scales fosters opportunities for students to contemplate the reciprocating relationships between the physical environment and human populations and the relationships between people in their local, national and international communities. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork Population change Natural change: birth rates, death rates, infant mortality rates, fertility rates, net replacement rates. Critical perspectives on models of natural population change, and their application in countries at different stages of development and in contrasting physical environments. Migration change: environmental and socio-economic causes, processes and outcomes in relation to regions of origin and destination. Critical perspectives on the social, economic, environmental and political implications of migration Population structures Population structure, particularly age sex composition, within countries at different stages of development. The impact of natural and migration change on population structures Environmental factors Environmental constraints on population growth. The implications of population size and structure for the balance between population and resources; the concepts of carrying capacity of an area, ecological footprint ; and the demographic dividend and their implications Environment, health and well-being Global patterns of health, mortality and morbidity. Regional variations in health and morbidity and the factors that influence these variations: age, gender, income, wealth on lifestyle, nutrition, and access to healthcare in the UK and in contrasting Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 23

24 countries at different levels of development and where health is influenced by varying environmental factors. The relationship between place and well-being with contrasting examples from local to global and in light of wider economic development factors and in light of differing environmental factors. Links between the natural environment and the incidence and impact on disease. The global distribution of one infectious disease, its links to local natural environments and its impact on health, well-being and economic development Global population futures Predictions of global population change under different scenarios. Possible implications for people and environments of the various models of future global population totals. Alternative approaches to management of future global population change Case studies Case study of a country/society experiencing specific patterns of overall population change increase or decline to illustrate and analyse the environmental and socio-economic causes, character, scale, pattern of change, its implications for the country/society and attempts to manage the change. Case study of a specified local area to illustrate and analyse the relationship between place, health and well-being and the relationship of well-being to the environmental, socio-economic character and distinctiveness of the place and the experience and attitudes of its populations Resource security We ve designed this optional section of our specification to focus on the large-scale exploitation of unevenly distributed natural resources, which is one of the defining features of the present era. Increasing demand for water and energy and their critical role in human affairs leads to massive local and regional transfers of water and massive global transfers of energy. In this section students contemplate the fundamental relationships between the physical environment and human activities and the relationships between people in their local, national and international communities involving themes of sustainability and conflict. They engage with these themes in relation to both energy and water but may concentrate on one or other in their case studies. Study of this section offers the opportunity to exercise and develop observation skills, measurement and geospatial mapping skills, together with data manipulation and statistical skills, including those associated with and arising from fieldwork Resource development Concept of a resource. Resource classifications to include stock and flow resources. Natural resource development over time: exploration, exploitation, development. Concept of the resource frontier. Concept of resource peak. Sustainable resource development. 24 Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration

25 A-level Geography DRAFT A-level exams June 2018 onwards. Version May Natural resource issues Global patterns of production, consumption and trade/movements of energy. Global patterns of water availability and demand. The geopolitics of energy and water resource availability and management Water security Sources of water; components of demand, water stress. Relationship of water supply (volume and quality) to key aspects of physical geography climate, geology and drainage. Strategies to increase water supply to include catchment, diversion, storage and water transfers and desalination. Strategies to manage water consumption (including reducing demand). Sustainability issues associated with water management; conservation, recycling, greywater and groundwater management. Water conflicts at a variety of scales local, national, international Energy security Sources of energy, both primary and secondary. Components of demand and energy mixes in contrasting settings. Relationship of energy supply (volume and quality) to key aspects of physical geography climate, geology and drainage. Energy supplies in a globalising world: competing national interests and the role of transnational corporations in energy production, processing and distribution. Strategies to increase energy supply (oil and gas exploration, nuclear power and development of renewable sources). Strategies to manage energy consumption (including reducing demand). Sustainability issues associated with energy production, trade and consumption: acid rain, the enhanced greenhouse effect, nuclear waste and energy conservation Resource futures Alternative energy and water futures and their relationship with a range of technological, economic, environmental and political developments Case studies Case study of either water or energy resource issues in a global or specified regional setting to illustrate and analyse theme(s) set out above, their implications for the setting including the relationship between resource security and human welfare and attempts to manage the resource. Case study of a specified place to illustrate and analyse how aspects of its physical environment affects the availability and cost of water or energy and the way in which water or energy is used. 3.3 Geography investigation The geography investigation is assessed in Component 3. Visit aqa.org.uk/7037 for the most up-to-date specification, resources, support and administration 25