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Autumn 2012 CPD WJEC GCSE Geography Spec B

Autumn 2012 CPD WJEC GCSE Geography Spec B. A review of candidate performance in each externally assessed component of the examination. Autumn 2012 CPD WJEC GCSE Geography Spec B. 4241 / 01 – Unit 1 Foundation (Assessing Themes 1 and 2).

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Autumn 2012 CPD WJEC GCSE Geography Spec B

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  1. Autumn 2012 CPD WJEC GCSE Geography Spec B A review of candidate performance in each externally assessed component of the examination

  2. Autumn 2012 CPD WJEC GCSE Geography Spec B 4241 / 01 – Unit 1 Foundation (Assessing Themes 1 and 2) Candidates performed particularly well when they ... • used the time allocation effectively. In this exam, the vast majority of • candidates attempted both questions, culminating in two full case study responses. • used the resource map effectively in relation to distance / direction / road links etc. • used geographical terms (e.g. hydraulic action) to support • their answer. • were able to effectively use the structure provided in case • study questions, to describe and then explain.

  3. Autumn 2012 CPD WJEC GCSE Geography Spec B 4241 / 01 – Unit 1 Foundation (Assessing Themes 1 and 2) Candidates would perform even better if they ... • further developed their skills in reading graphs. This includes accurate cross- • referencing to axes values and to time periods. • recognised that questions with a higher mark tariff, need to have elements of • “so what” ...... less water available ....... will mean crops may suffer .... which • can lead to food shortages ...... which can cause starvation. • were given more experience of peer marking ‘levels of response’ • questions ( the penultimate question and the case study). • appreciated the need to balance the ‘describe’ and • ‘explain’ elements of the case study response. • were able to show a better understanding of river landforms.

  4. Autumn 2012 CPD WJEC GCSE Geography Spec B 4241 / 02 – Unit 1 Higher (Assessing Themes 1 and 2) Candidates performed particularly well when they ... • used map evidence to describe location. • Specifically when they referred to distance and direction. • referred to specific groups when exploring the likely impact of a new • service on an area egthey referred to elderly people without cars. • described the course of the river, cross-referencing to distance • and direction and key reference points on the map. • explained how a river erodes, using geographic terms such as • abrasion, hydraulic action and velocity. • described and explained the impact of a weather event, with • very detailed knowledge of case studies such as Hurricane • Katrina or the 2003 European heat wave.

  5. Autumn 2012 CPD WJEC GCSE Geography Spec B 4241 / 02 – Unit 1 Higher (Assessing Themes 1 and 2) Candidates would perform even better if they ... • explored the consequences of a change in quality of life, beyond their opening • statement, e.g. more traffic ... would result in more noise disturbance, ... • which could mean less sleep. • understood the meaning of the phrase ‘access to services’, (such as • public transport services) in terms of distance / mobility / cost / frequency. • knew the difference between transportation and deposition when • explaining the processes active in a river. • had greater knowledge of river landforms found along the • course of a river. • were clearer in their understanding of coastal features • associated with cliffs of different compositions.

  6. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 01 – Unit 2a Foundation (Assessing Theme 3) Candidates performed particularly well when they ... •  effectively used the support mechanisms built into the • paper (i.e. the structural support given for responses and the incline of difficulty). • made effective use of the resource material such as the world map (showing • the distribution of coffee growers) and the coffee bag (showing income). • had a clear appreciation of the difference between short-term • emergency and long-term development aid. • selected from an appropriate body of knowledge when answering the case study. • showed experience of effective time management, as • manifest through a comprehensive case study response.

  7. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 01 – Unit 2a Foundation (Assessing Theme 3) Candidates would perform even better if they ... • develop learning strategies to gain a firm knowledge of key geographical terms (e.g. ‘fairtrade’ / ‘development aid’ / ‘employment structure'). • use a wide range of learning strategies to embed case study knowledge. •  gain more experience of exam questions / conditions, throughout the • secondary stage, not least in relation to command words. • developed a clearer understanding of the demands of questions • which are points credit marked as opposed to levels marked.

  8. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 03 – Unit 2a Higher (Assessing Theme 3) Candidates performed particularly well when they … • described the location of coffee growers (from a world map), in relation to • their location within named continents /accurately referred to lines of latitude. • possessed a clear appreciation of the difference between primary / • secondary / tertiary work. • showed an appreciation of how improved education and employment • for women (in LEDCs) would facilitate independence / self esteem etc. • offered specific examples to show how long-term development • aid can be used to improve the lives of people. • showed a clear understanding of employment structure • change over time … and the impacts of such change (case study 2).

  9. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 03 – Unit 2a Higher (Assessing Theme 3) Candidates would perform even better if they ... • studied the questions more carefully, not least those at the early stage of the • incline of difficulty (the location of coffee growers as opposed to the head office). • had a greater appreciation of the command word “compare”. • target their answer specifically to the question posed (C/S 1 – describing • what people are doing to tackle the future effects of climate change. • develop a clearer understanding of what constitutes changing • employment structure over time (C/S 2).

  10. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 02 – Unit 2b Foundation (Assessing the Problem Solver) Candidates performed particularly well when they ... • effectively used the support mechanisms built into the paper (i.e. the structural support given for responses / completion exercises etc). • effectively completed the graph using statistics from the resource folder. • analysed patterns on the graph, particularly those candidates who • identified a “doubling over a three-year period”. • structured their final response (the letter) using a clear, • simple structure with a definitive final outcome. • completed ‘explain’ responses with clear and valid ‘so what?’ statements.

  11. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 02 – Unit 2b Foundation (Assessing the Problem Solver) Candidates would perform even better if they ... • had a wider appreciation of key geographical terms eg‘urban area’. • were given more guidance in recognising when elaboration is required • ... and how to deliver it • were trained, from an early age, in the art of reading and responding to • the question asked in an examination and not, it would appear, the one • they had hoped to be asked! • appreciated the need for elaboration and the use of comparatives • in the final 'Part' of the paper (the letter).

  12. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 04 – Unit 2b Higher (Assessing the Problem Solver) Candidates performed particularly well when they … • were able to respond to the question’s scale; they could write about • impacts at a national and local level. • were able to explain and develop information taken from the resources, as • opposed to simply lifting material. • were able to demonstrate their understanding of rural and urban areas • in countries at different levels of economic development. • appreciated that an analysis of ‘trends’ meant that they should • comment on change over time. • were able to show application of their knowledge and • understanding of generic development issues and apply this to • the specifics of India’s development options.

  13. Autumn 2012 CPD WJEC GCSE Geography Spec B 4242 / 04 – Unit 2b Higher (Assessing the Problem Solver) Candidates would perform even better if they ... • fully understood the command term “explain”. This observation applies across • the question paper and to a significant number of candidates. • had been exposed to more geographical issues studied at a variety of scales. • had a deeper understanding of rural issues and the nature of life in rural areas. • all had an appreciation that an analysis of ‘trend’ requires • comment on changes over time. • appreciated that living in impoverished conditions is not a • personal choice.

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