Specification/Exam Board

Edexcel Geography B.

In Component 1 we study Global Geographical Issues, which includes the topics of Hazardous Earth, Development Dynamics and Challenges of an urbanising world. This is examined through a written examination lasting 1 hour 30minutes and comprising 37.5% of the qualification.

In Component 2 we study UK Geographical Issues, which includes the topics of the UK’s evolving physical landscape, the UK’s evolving human landscape and Geographical Investigations. The Geographical Investigations unit involves two pieces of fieldwork. This is examined through a written examination lasting 1hour 30minutes and comprising 37.5% of the qualification.

In Component 3 we study for a Decision-Making Paper, which includes the topics of People and the Biosphere, Forests under Threat and Consuming Energy Resources. This is examined through a written examination lasting 1hour 30minutes and comprising 25% of the qualification.

Curriculum Allocation

GCSE Geography is taught for three 100 minute lessons per fortnight.

Curriculum Period 1:

Curriculum content

Topic 4: Review of Coasts (3 lessons)

  • How geological structure (concordant/discordant, joints and faults) and rock type (hard/soft rock) influence erosional landforms (headlands and bays, caves, arches, cliffs, stacks, wave cut platforms) in the formation of coastal landscapes of erosion.
  •  How UK climate (seasonality, storm frequency, prevailing winds), marine (destructive waves) and sub-aerial processes (mass movement, weathering) are important in coastal landscapes of erosion as well as the rate of coastal retreat. 
  • How sediment transportation (longshore drift) and deposition processes (constructive waves) influence coastal landforms (spits, beaches and bars) on coastal landscapes of deposition. 
  • How the interaction of physical and human processes is causing change on one named coastal landscape including the significance of its location (North Wales coast)
  • Why there are increasing risks from coastal flooding (consequences of climate change on marine erosion and deposition, including an increased frequency of storms and rising sea level) and the threats to people and environment. 
  • Why there are costs and benefits to, and conflicting views about, managing coastal processes by hard engineering (groynes and sea walls) and by soft engineering (beach replenishment, slope stabilisation) as well as more sustainable approaches (‘do nothing’ and ‘strategic realignment’ linked to Integrated Coastal Zone Management).

Topic 6: Geographical Investigations (5 lessons) - Coastal fieldwork

Pupils complete two pieces of fieldwork in Geography. The first is an investigation into how and why quality of life varies within urban areas. As detailed in the table below, pupils must learn about formulating enquiry questions, selecting fieldwork methods and finding secondary data.

This is accomplished by pupils following the stages of enquiry below:

Pupils will then be asked to evaluate at least two of these stages in the final examination.

Topic 8: Forests under threat - The Taiga (4 lessons)

  • The Taiga (or Boreal Forest) - How biotic and abiotic characteristics are interdependent (climate, soil, water, plants, animals and humans), how taiga plants (cone-shaped, needles, simple structure) and animals (migratory) are adapted to the climate.
  • Why the taiga has lower productivity than the tropical rainforest, with less active nutrient cycling and much lower levels of biodiversity
  • Direct threats to the taiga from logging for softwood, pulp and paper production and indirect threats resulting from the exploitation of minerals, fossil fuels and HEP potential.
  • How acid precipitation, forest fires, pests and diseases and forest fires contribute to a loss of biodiversity in the taiga
  • The challenges of creating and maintaining protected wilderness areas, national parks and sustainable forestry in the taiga
  • Reasons for conflicting views on protecting or exploiting forest and natural resources in the taiga

Assessment

There will be two papers.

A full Component 1 paper which covers Topics 1-3 (from previous years)

A second paper recalling content from this Curriculum Period only (Topics 7 and 8).



    Curriculum Period 2:

    Curriculum content

    Topic 9: Consuming energy resources (6 lessons)

    • How energy resources can be classified as non-renewable (finite stocks of fossil fuel coal, oil and gas), renewable (flows of solar, wind, HEP) and recyclable (nuclear, biofuels).
    • How mining and drilling can have environmental impacts (landscape scarring, oil spills, carbon emissions, removal of forests) and the landscape impacts of renewable energy (HEP flooding, land use for wind turbines and solar panels)
    • The global pattern of energy use per capita and the causes of variations (levels of economic development, reliance of traditional fuel sources, demand from different economic sectors).
    • How oil reserves and production are unevenly distributed and why oil consumption is growing (rising per capita GDP, rapid industrialisation in emerging economies)
    • How oil supply and oil prices are affected by changing international relations (conflicts, diplomatic relations) and economic factors (periods of recession versus boom, over or under supply).
    • Economic benefits and costs of developing new conventional oil and gas sources in ecologically-sensitive and isolated areas.
    • Environmental costs (negative impacts on water quality and ecosystems) of developing new unconventional oil and gas sources (tar sands, shale gas) in ecologically-sensitive and isolated areas
    • The role of energy efficiency and energy conservation (in transport and the home) in reducing demand, helping finite energy supplies last longer and reducing carbon emissions.
    • Costs and benefits of alternatives to fossil fuels (biofuels, wind, solar and HEP) and future technologies (hydrogen) aimed at reducing carbon footprints, improving energy security and diversifying the energy mix
    • How different groups (consumers, TNCs, governments, climate scientists and environmental groups) have contrasting views about energy futures ('business as usual' versus sustainable)
    • How, in some developed countries, rising affluence, environmental concerns and education are changing attitudes to unsustainable energy consumption and reducing carbon footprints.

    At this point the entire specification has been covered and previous assessments will help identify areas to be returned to as revision.

    Assessment

    A mock of Component 3 (Topics 7-9) will occur in this Assessment period.

    There will also be a mock Component 2 (Topics 4-6).


      Curriculum Period 3:

      Curriculum content

      The specification has been covered and no new curriculum content will be introduced. Analysis of previous assessments will point to curriculum gaps in knowledge that pupils have which will be returned to.

      Assessment

      The external GCSE exams occur at this point.

      Revision resources

      We provide booklets of knowledge organisers for all the units covered through Year 10. Pupils should use these to revise for recall tests throughout the year and for the three formal assessments.

      There are four revision guides which have been published for this course by Pearson, Hodder, OUP and CGP. Whichever publisher, it is important that pupils use a revision guide specifically for Edexcel B (9-1). Periodically we do make a school order for the CGP guide via ParentPay.

      Subject advice and guidance

      If you need any further guidance then please contact your child’s Geography teacher via email:

      r.cartlidge@endon.shaw-education.org.uk

      j.best@endon.shaw-education.org.uk

      a.skelding@endon.shaw-education.org.uk