GCSE (9-1)

Geography B

Specification
Pearson Edexcel Level 1/Level 2 GCSE (9 - 1) in Geography B (1GB0)
First teaching from September 2016
First certification from 2018 Issue 2
Contents

1 Introduction 2
Why choose Edexcel GCSE Geography B? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 4

2 Subject content and assessment information 6

Component 1: Global Geographical Issues 8
Component 2: UK Geographical Issues 17
Component 3: People and Environment Issues – Making Geographical Decisions 31
Geographical skills 37
Mathematics and Statistics Skills 38
Assessment Objectives 39

3 Administration and general information 40

Entries 40
Access arrangements, reasonable adjustments, special consideration and
malpractice 40
Student recruitment and progression 42

Appendix 1: Fieldwork Statement 47

Appendix 2: Definitions 48
Appendix 3: Exam command word definitions 49
Appendix 4: The context for the development of this qualification 50
Appendix 5: Transferable skills 52
Appendix 6: Codes 53
1 Introduction

Why choose Edexcel GCSE Geography B?

We’ve listened to feedback from all parts of the geography subject community, including
hundreds of fellow teachers. We’ve used this opportunity of curriculum change to redesign a
qualification that is engaging and relevant to today’s geographers – a qualification that
enables your students to explore the world, the issues it faces and their own place in it, and
to help prepare them to succeed in their chosen pathway.

Clear and coherent structure – our qualification has a straightforward structure with three
components – Global Geographical Issues, UK Geographical Issues and People and
Environment Issues – Making Geographical Decisions.

Enquiry-based learning – the specification content is framed by geographical enquiry

questions that encourage an investigative approach to each of the key ideas. As part of this
enquiry process, students are encouraged to use integrated geographical skills, including
appropriate mathematics and statistics, in order to explore geographical questions and
issues.

Provides an engaging real-world focus – students are encouraged to make geographical

decisions by applying their knowledge, understanding and skills to real-life 21st-century
people and environment issues.

Engaging and manageable fieldwork – fieldwork environments are aligned with the core
content of the course so that the experience of fieldwork can reinforce and enlighten learning
in the classroom, and learning in the classroom can underpin learning in the field. Fieldwork
tasks will remain for the lifetime of the specification so there is less time spent on planning
and administration and more time to bring geography to life in the field.

Straightforward assessments that are accessible for all abilities – there are three
externally examined papers that provide gradual progression in demand throughout the
topics. Across all three assessments there is consistent use of 12 different command words
so that students know what to expect.

Continuous progression – the new specification content develops students’ knowledge and
understanding of place, process and interaction by first introducing them to global issues and
then to UK issues, including two fieldwork investigations. Building on this, via a decision-
making exercise, students will investigate a contemporary local, national or regional people
and environment issues within a global setting, drawing on their wider knowledge and
understanding from across the course.

Supports progression to A Level – the compulsory and optional topic content gives
students to the opportunity to lay a foundation of knowledge and understanding that can be
further developed at A Level.

2 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Supporting you in planning and implementing this
qualification

Planning
● Our Getting Started guide gives you an overview of the new GCSE qualifications to help
you to get to grips with the changes to content and assessment and to help you
understand what these changes mean for you and your students.
● We will give you an editable course planner and scheme of work that you can adapt to
suit your department.
● Our mapping documents highlight key differences between the new and 2012
qualifications.

Teaching and learning

There will be lots of free teaching and learning support to help you deliver the new
qualifications, including:
● topic packs for every topic, including teaching and learning ideas on new and more
challenging topics and skills and geographical literacy
● support for embedding geographical skills and fieldwork in teaching.

Preparing for exams

We will also provide a range of resources to help you prepare your students for the
assessments, including:
● additional assessment materials to support formative assessments and mock exams
● marked exemplars of student work with examiner commentaries.

ResultsPlus
ResultsPlus provides the most detailed analysis available of your students’ exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.

Get help and support

Our subject advisor service, led by Jon Wolton, and online communities, will ensure you
receive help and guidance from us and that you can share ideas and information with other
teachers. You can sign up to receive e-newsletters from Jon to keep up to date with
qualifications and product and service news.
Learn more at qualifications.pearson.com

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 3

Issue 2 – November 2015 © Pearson Education Limited 2015
Qualification at a glance

Content and assessment overview

The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Geography B consists of three externally-
examined papers.

Students must complete all assessments in May/June in any single year.

Component 1: Global Geographical Issues (*Paper 1 code: 1GB0/01)

Written examination: 1 hour and 30 minutes

37.5% of the qualification

94 marks

Content overview
● Topic 1: Hazardous Earth
● Topic 2: Development dynamics

● Topic 3: Challenges of an urbanising world

Assessment overview
An externally-assessed written exam with three 30-mark sections. Of the 94 raw marks
available, up to 4 marks are awarded for spelling, punctuation, grammar and use of
specialist terminology 1.
Section A: Hazardous Earth

Section B: Development dynamics

Section C: Challenges of an urbanising world

The exam includes multiple-choice questions, short open, open response and extended
writing questions, calculations and 8-mark extended writing questions.

Component 2: UK Geographical Issues (*Paper 2 code: 1GB0/02)

Written examination: 1 hour and 30 minutes

37.5% of the qualification

94 marks

Content overview
● Topic 4: The UK’s evolving physical landscape – including sub-topics 4A: Coastal change
and conflict and 4B: River processes and pressures.
● Topic 5: The UK’s evolving human landscape – including a Case Study - Dynamic UK
cities.
● Topic 6: Geographical investigations – including one physical fieldwork investigation and
one human fieldwork investigation linked to Topics 4 and 5.

1
The exam boards and Ofqual are working together to determine the marking expectations for spelling, punctuation, grammar
and use of specialist terminology which will apply to all GCSE specifications in History, Geography and Religious Studies. The
agreed wording will be included in the mark schemes for accredited sample assessment materials.

4 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Assessment overview

An externally-assessed written exam with three sections. Of the 94 marks available up to

4 marks are awarded for spelling, punctuation, grammar and use of specialist terminology.

Section A: The UK’s evolving physical landscape

Section B: The UK’s evolving human landscape

Section C: Geographical investigations

● C1: Students choose one from two optional questions (Coastal change and conflict or
River processes and pressures)
● C2: Students choose one from two- optional questions (Dynamic urban areas or Changing
rural areas).

The exam includes multiple-choice questions, short open, open response, calculations and
8-mark extended writing questions.

Component 3: People and Environment Issues – Making Geographical Decisions

(*Paper 3 code: 1GB0/03)

Written examination: 1 hour and 30 minutes

25% of the qualification

64 marks

Content overview
● Topic 7: People and the biosphere
● Topic 8: Forests under threat
● Topic 9: Consuming energy resources

Assessment overview

An externally-assessed written exam with four sections. Of the 64 raw marks available, up to
4 marks are awarded for spelling, punctuation, grammar and their of specialist terminology.

Section A: People and the biosphere

Section B: Forests under threat

Section C: Consuming energy resources

Section D: Making a geographical decision

The exam includes multiple-choice questions, short open, open response and extended
writing questions. Section C will include 8-mark extended writing questions and Section D
will offer a choice of one from three decisions assessed through a 12-mark extended writing
question.

*See Appendix 6: Codes for a description of this code and all other codes relevant to this
qualification.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 5

Issue 2 – November 2015 © Pearson Education Limited 2015
2 Subject content and assessment
information
The subject content sets out the knowledge, understanding and skills relevant to this
qualification. Together with the assessment information it provides the framework within
which centres create their programmes of study, so ensuring progression from Key Stage 3
national curriculum requirements and the possibilities for development into A Level.

Qualification aims and objectives

GCSE specifications for the discipline of geography gives students the opportunity to
understand more about the world, the challenges it faces and their place within it. This GCSE
course will deepen understanding of geographical processes, illuminate the impact of change
and of complex people-environment interactions, highlight the dynamic links and
interrelationships between places and environments at different scales, and develop
students’ competence in using a wide range of geographical investigative skills and
approaches. Geography enables young people to become globally and environmentally
informed and thoughtful, enquiring citizens.

The aims and objectives of this qualification are to enable students to build on their Key
Stage 3 knowledge and skills to:
● develop and extend their knowledge of locations, places, environments and processes, and
of different scales, including global; and of social, political and cultural contexts (know
geographical material)
● gain understanding of the interactions between people and environments, change in
places and processes over space and time, and the interrelationship between geographical
phenomena at different scales and in different contexts (think like a geographer)
● develop and extend their competence in a range of skills, including those used in
fieldwork, in using maps and Geographical Information Systems (GIS) and in researching
secondary evidence, including digital sources; and develop their competence in applying
sound enquiry and investigative approaches to questions and hypotheses (study like a
geographer)
● apply geographical knowledge, understanding, skills and approaches appropriately and
creatively to real-world contexts, including fieldwork, and to contemporary situations and
issues; and develop well-evidenced arguments, drawing on their geographical knowledge
and understanding (applying geography).

Geographical skills
Geographical Skills Students are required to develop a range of geographical skills, including
mathematics and statistics skills, throughout their course of study. These skills may be
assessed across any of the examined papers. The full list of geographical skills is provided on
page 37. Some geographical skills are specific to particular topic content, these are
numbered within the content and indicated in the ‘integrated skills’ sections within the topics
throughout the content pages.

6 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Subject content structure
The subject content has been written so that each topic is introduced by way of a
geographical overview before progressing into geographical depth. Geographical overview
content aims to develop students’ broad, holistic understanding of the topic theme at a
larger scale. Geographical depth content aims to develop students’ detailed knowledge and
understanding of processes and interactions in a particular smaller scale place or context.

Case Studies and located examples

All students will study three in-depth case studies:
● a case study of development in an emerging country in Topic 2

● a case study of a megacity in a developing or an emerging country in Topic 3

● a case study of how a major UK city is changing in Topic 5.

In addition to the three main case studies, throughout the course it is a requirement to draw
on located examples. Any located examples must be set within the broader contextual
knowledge of the country. In order to make it clear where a located example should be
developed, a symbol has been used. You may wish to develop located examples within
the countries selected for the three main case studies.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 7

Issue 2 – November 2015 © Pearson Education Limited 2015
Component 1: Global Geographical Issues

Overview
This component draws across physical and human processes and people-environment
interactions to consider key contemporary global geographical issues. The component is
divided into three sections:
● Topic 1: Hazardous Earth – an understanding of the global circulation of the atmosphere
and changing climate. Plus two depth studies of an extreme weather hazard (tropical
cyclones) and tectonic hazards at contrasting locations.
● Topic 2: Development dynamics – an understanding of the scale of global inequality. Plus
a depth study of how one emerging country is developing and the consequences for
people, environment and the country’s relationship with the wider world
● Topic 3: Challenges of an urbanising world – an overview of the causes and challenges of
rapid urbanisation across the world. Plus one depth study of a megacity* in a developing
or emerging country.

*See Appendix 2: Definitions

8 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Content

Topic 1: Hazardous Earth

Enquiry question: How does the world’s climate system function, why does it
change and how can this be hazardous for people?

Key idea Detailed content

1.1 The atmosphere a. The global atmospheric circulation and how circulation cells
operates as a and ocean currents transfer and redistribute heat energy
global system around the Earth.
which transfers
b. How global atmospheric circulation determines the location of
heat around the
arid (high pressure) and high rainfall (low pressure) areas. (1)
Earth

1.2 Climate has a. The natural causes of climate change and how they explain
changed in the past climate change events: asteroid collisions, orbital
past through changes, volcanic activity, variations in solar output.
natural causes
b. Evidence for natural climate change (ice cores, tree rings,
on timescales
historical sources) and how it is used to reconstruct glacial and
ranging from
interglacial climate during the Quaternary and UK climate since
hundreds to
Roman times to the present day. (2)
millions of years

1.3 Global climate is a. How human activities (industry, transport, energy, farming)
now changing produce greenhouse gases (carbon dioxide, methane) that
as a result of cause the enhanced greenhouse effect leading to global
human activity, warming.
and there is
b. Evidence for how human activity is causing climate change
uncertainty
(sea level rise and warming oceans, global temperature rise,
about future
declining Arctic ice, increased extreme weather events) and
climates
the possible consequences on people.

c. The range of projections for global temperature change and

sea level rise in the future, including physical process and
human reasons for uncertainty about those projections. (3)

Integrated skills:
(1) Use and interpretation of climate graphs
(2) Use and interpretation of line graphs/bar charts showing climate change
(3) Use and interpretation of temperature and sea-level projection graphs to 2100.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 9

Issue 2 – November 2015 © Pearson Education Limited 2015
Enquiry question: How are extreme weather events increasingly hazardous for
people?

Key idea Detailed content

1.4 Tropical a. Characteristics (pressure, rotation, structure) and seasonal

cyclones are global distribution of tropical cyclones (hurricanes and
caused by typhoons) including source areas and tracks and how these
particular change over time. (4)
meteorological
b. How the global circulation of the atmosphere leads to tropical
conditions
cyclones in source areas, reasons why some tropical cyclones
intensify and their dissipation. (5)

1.5 Tropical a. Physical hazards of tropical cyclones (high winds, intense

cyclones present rainfall, storm surges, coastal flooding, landslides) and their
major natural impact on people and environments. (6)
hazards to
b. Why some countries are more vulnerable (physically, socially
people and
and economically) than others to the impacts of tropical
places
cyclones.

1.6 The impacts of a. How countries can prepare for, and respond to, tropical
tropical cyclones cyclones: weather forecasting, satellite technology, warning
are linked to a and evacuation strategies, storm-surge defences.
country’s ability
b. The effectiveness of these methods of preparation and
to prepare and
respond to them response in one developed country and in one developing or
emerging country .

Integrated skills:
(4) Use of GIS to track the movement of tropical cyclones
(5) Use of weather and storm-surge data to calculate Saffir-Simpson magnitude
(6) Use of social media sources, satellite images and socio-economic data to assess impact.

= located example.

10 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Enquiry question: Why do the causes and impacts of tectonic activity and
management of tectonic hazards vary with location?

Key idea Detailed content

1.7 Earth’s layered a. Earth’s layered structure (including the asthenosphere), with
structure, and different composition and physical properties (temperature,
physical density, composition, physical state) (7)
properties is key
b. How the core’s internal heat source (through radioactive
to plate
decay) generates convection, the key foundation for plate
tectonics
motion.

1.8 There are a. Distribution and characteristics of the three plate boundary
different plate types (conservative, convergent and divergent) and hotspots.
boundaries, (8)
each with
b. Causes of contrasting volcanic (volcano type, magma type/lava
characteristic
flows and explosivity) and earthquake hazards, including
volcanic and
tsunami (shallow/deep, magnitude).(9)
earthquake
hazards

1.9 Tectonic a. Primary and secondary impacts of earthquakes or volcanoes

hazards affect on property and people in a developed and emerging or
people, and are
developing country .
managed,
differently at b. Management of volcanic or earthquake hazards, in a
contrasting developed and emerging or developing country including
locations short-term relief (shelter and supplies) and long-term planning
(trained and funded emergency services), preparation
(warning and evacuation; building design) and prediction. (10)

Integrated skills:
(7) Interpret a cross-section of the Earth
(8) Use and interpretation of world map showing distribution of plate boundaries and plates
(9) Use of Richter Scale to compare magnitude of earthquake events
(10) Use of social media sources, satellite images and socio-economic data to assess
impact.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 11

Issue 2 – November 2015 © Pearson Education Limited 2015
Topic 2: Development dynamics

Enquiry question: What is the scale of global inequality and how can it be reduced?

Key idea Detailed content

2.1 There are a. Contrasting ways of defining development (economic criteria
different ways and broader social and political measure) and measuring
of defining and development (Gross Domestic Product (GDP) per capita, the
measuring Human Development Index (HDI), measures of inequality and
development indices of political corruption). (1)

b. How countries at different levels of development (developing,

emerging and developed) have differences in their
demographic data (fertility rates, death rates, population
structures, maternal and infant mortality rates). (2)

2.2 There is global a. The causes and consequences of global inequalities; social
inequality in (education, health), historical (colonialism, neo-colonialism),
development environmental (climate, topography), economic and political
and different (systems of governance, international relations) (3)
theories in how
b How Rostow’s modernisation theory and Frank’s dependency
it can be
theory can be used to explain how and why countries develop
reduced
over time.

2.3 Approaches to a. Characteristics of top-down and bottom-up strategies in terms

development of their scale, aims, funding and technology. The processes
vary in type and and players (transnational corporations (TNCs), governments)
success contributing to globalisation and why some countries have
benefitted more than others.

b. Advantages and disadvantages of different approaches to

development: Non-governmental organisation-led (NGO-led)
intermediate technology, Inter-governmental organisation
(IGO)-funded large infrastructure and investment by TNCs.

Integrated skills:
(1) Comparing the relative ranking of countries using single versus composite (indices)
development measures
(2) Interpreting population pyramid graphs for countries at different levels of development
(3) Using income quintiles to analyse global inequality.

12 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Case Study
Enquiry question: How is ONE of the world’s emerging countries managing to
develop?

To be studied in the context of an emerging country* (with high or medium human development).

Key idea Detailed content:

2.4 Development of a. The site, situation and connectivity of the country and its
the emerging significance, in a national (environmental and cultural),
country is regional and global context.
influenced by its
b. Broad political, social, cultural and environmental context of
location and
the chosen country in its region and globally.
context in the
world

2.5 Globalisation a. The key economic trends (GDP, per capita GNI, changing
causes rapid importance of economic sectors, imports and exports and type
economic and origin of foreign direct investment) since 1990. (4)
change in the
b. The role of globalisation (advances in communications and
emerging
transport technology, TNCs and outsourcing) and government
country
policy (receipt of tied or multi-lateral aid, education and
infrastructure investment, pro-FDI policy) in the development
of the chosen country. (5)

2.6 Rapid economic a. How rapid economic change has contributed to demographic
growth results change (fertility and death rates), caused urbanisation (rural-
in significant urban migration, city growth) and created different regions
positive and with different socio-economic characteristics. (6)
negative
b. Positive and negative impacts of economic development and
impacts on
globalisation on different age and gender groups.
people and
environment in c. Impacts of economic development and globalisation on the
the emerging environment (air, water and land pollution, greenhouse gases)
country at a variety of scales (human health and global climate
change).

2.7 Rapid economic a. How rapid economic development has changed the geopolitical
development influence (regional influence, role in international
has changed the organisations) and relationships with the EU and USA.
international
b. Conflicting views of the costs and benefits of changing
role of the
international relations and the role of foreign investment
emerging
(TNCs) in the economic development.
country

Integrated skills:
(4) Using numerical economic data to profile the chosen country
(5) Using proportional flow-line maps to visualise trade patterns and flows
(6) Using socio-economic data to calculate difference from the mean, for core and periphery
regions.

*See Appendix 2: Definitions

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 13

Issue 2 – November 2015 © Pearson Education Limited 2015
Topic 3: Challenges of an urbanising world

Overview of rapid urbanisation and contrasting global urban trends

Enquiry question: What are the causes and challenges of rapid urban change?

Key idea Detailed content

3.1 The world is a. Past (since 1980) and current global trends in urbanisation,
becoming how it varies between global regions, and future projections of
increasingly global urbanisation. (1)
urbanised
b. The global pattern of megacities (size, location, growth rates)
and how in many countries some urban areas have
disproportionate economic and/or political influence (urban
primacy).

3.2 Urbanisation is a. How economic change and migration (national and

a result of international) contributes to the growth and/or decline of cities
socio-economic in the developing, emerging and developed countries.
processes and
b. Why urban economies are different in the developing,
change
emerging and developed countries (formal versus informal
employment, relative importance of economic sectors, working
conditions).

3.3 Cities change a. How urban population numbers, distribution and spatial growth
over time and change over time (urbanisation, suburbanisation,
this is reflected de-industrialisation, counter-urbanisation and in some cases,
in changing land regeneration).
use
b. Characteristics of different urban land uses (commercial,
industrial, residential) and the factors that influence land-use
type (accessibility, availability, cost, planning regulations). (2)

Integrated skills:
(1) Use and interpretation of line graphs and calculating of rate of change/annual or decadal
percentage growth
(2) Using satellite images to identify different land use zones in urban areas.

14 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Case Study

Enquiry question: Why does quality of life vary so much within ONE megacity* in a
developing country* OR emerging country*?

To be studied in the context of ONE megacity in a developing or emerging country.

Key idea Detailed content

3.4 The location and a. Significance of site, situation and connectivity of the megacity
context of the in a national (environmental and cultural), regional and global
chosen context.
megacity
b. The megacity’s structure (Central Business District (CBD),
influences its
inner city, suburbs, urban-rural fringe) in terms of its functions
growth, function
and building age.
and structure

3.5 The megacity in a. Reasons for past and present trends in population growth
the chosen (rates of natural increase, national and international migration,
country is economic investment and growth) for the megacity.
growing rapidly
b. How population growth has affected the pattern of spatial
growth and changing urban functions and land use. (3)

3.6 Rapid a. The opportunities for people (access to resources and

population employment) living in the megacity.
growth creates
b. The challenges for people living in the megacity caused by
opportunities
rapid population growth (housing shortages, the development
and challenges
of squatter and slum settlements, inadequate water supply and
for people living
waste disposal, poor employment conditions, and limited
in the chosen
service provision and traffic congestion).
megacity
c. The pattern of residential areas of extreme wealth and
contrasted with slums and squatter settlements, and reasons
for differences in quality of life within the megacity and the
political and economic challenges of managing the megacity.
(4)

3.7 Quality of life in a. Advantages and disadvantages of city-wide government (top-

the chosen down) strategies for making the megacity more sustainable
megacity can be (managing water supply, waste disposal, transport and air
improved by quality).
different
b. Advantages and disadvantages of community and NGO-led
strategies for
bottom-up strategies for making the megacity more
achieving
sustainable (city housing, health and education services in the
sustainability
megacity).

Integrated skills:
(3) Using GIS/satellite images, historic images and maps to investigate spatial growth
(4) Using quantitative and qualitative information to judge the scale of variations in quality
of life.

*See Appendix 2: Definitions

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 15

Issue 2 – November 2015 © Pearson Education Limited 2015
Assessment information
● First assessment: May/June 2018.
● The assessment is 1 hour and 30 minutes.

● The assessment consists of three sections.

● The assessment is out of 94 marks.
● The paper will assess spelling, punctuation, grammar and use of specialist terminology
which will contribute 4 marks towards the overall marks for this paper.
● Each question is set in a context.
● The exam includes multiple-choice questions, short open, open response, calculations and
8-mark extended writing questions.
● Extended writing questions will assess students’ ability to develop extended written
arguments and to draw well-evidenced and informed conclusions about geographical
questions and issues.
● Calculators will be used in the examination.

Sample assessment materials

A sample paper and mark scheme for this paper can be found in the Pearson Edexcel
Level 1/Level 2 GCSE (9–1) in Geography B Sample Assessment Materials (SAMs) document.

16 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Component 2: UK Geographical Issues

Overview
This component draws across physical and human processes and people-environment
interactions to consider key contemporary geographical issues for the UK. The component is
divided into three sections:
● Topic 4: The UK's evolving physical landscape - an overview of the varied physical
landscapes in the UK resulting from geology, geomorphic processes and human activity
over time. Plus two depth studies of distinctive landscapes – Coastal change and conflict
and River processes and pressures
● Topic 5: The UK's evolving human landscape - an overview of the changing and varied
human landscape of the UK, including the socio-economic and political processes that
influence it. Plus a case study of a major UK city - Dynamic UK cities.
● Topic 6: Geographical investigations - two investigations, including fieldwork and research,
carried out in contrasting environments, one from 'Coastal change and conflict' or 'River
processes and pressures' and one of either 'Dynamic urban areas' or 'Changing rural
areas'.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 17

Issue 2 – November 2015 © Pearson Education Limited 2015
Content

Topic 4: The UK’s evolving physical landscape

Overview of the UK’s physical landscape

Enquiry question: Why does the physical landscape of the UK vary from place to
place?

Key idea Detailed content

4.1 Geology and a. The role of geology, past tectonic and glacial processes (glacial
past processes erosion and deposition) in the development of upland (igneous
have influenced and metamorphic rocks) and lowland (sedimentary rocks)
the physical landscapes. (1)
landscape of the
b. Characteristics and distribution of the UK’s main rock types:
UK
sedimentary (chalk, carboniferous limestone, clay) igneous
(granite), metamorphic (schists, slates). (2)

4.2 A number of a. Why distinctive upland and lowland landscapes result from the
physical and interaction of physical processes: weathering and
human climatological, post-glacial river and slope processes. (3)
processes work
b. Why distinctive landscapes result from human activity
together to
(agriculture, forestry, settlement) over time. (4)
create distinct
UK landscapes

Integrated skills:
(1) Photograph analysis of common glacial, fluvial and coastal landscapes and features
(2) Using simple geological cross-sections to show the relationship between geology and
relief
(3) Locating key physical features (uplands, lowland basins, rivers) on outline UK maps
(4) Recognition of physical and human geography features on 1:25000 and 1:50000 OS
maps.

18 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Sub topic: Coastal change and conflict

Enquiry question: Why is there a variety of distinctive coastal landscapes in the UK

and what are the processes that shape them?

Key idea Detailed content

4.3 Distinctive a. How geological structure (concordant/discordant, joints and

coastal faults) and rock type (hard/soft rock) influence erosional
landscapes are landforms (headlands and bays, caves, arches, cliffs, stacks,
influenced by wave cut platforms) in the formation of coastal landscapes of
geology erosion. (6)
interacting with
b. How UK climate (seasonality, storm frequency, prevailing
physical
winds), marine (destructive waves) and sub-aerial processes
processes (5)
(mass movement, weathering) are important in coastal
landscapes of erosion as well as the rate of coastal retreat. (7)

c. How sediment transportation (longshore drift) and deposition

processes (constructive waves) influence coastal landforms
(spits, beaches and bars) on coastal landscapes of deposition.
(8)

4.4 Distinctive a. How human activities (development, agriculture, industry,

coastal coastal management) have direct or indirect effects on coastal
landscapes are landscapes.
modified by
b. How the interaction of physical and human processes is
human activity
interacting with causing change on one named coastal landscape including
physical the significance of its location.
processes (5)

Integrated skills:
(5) Explore the kinds of questions capable of being investigated through fieldwork
(6) Calculation of mean rates of erosion using a multi-year data set
(7) Use of BGS Geology maps (paper or online) to link coastal form to geology
(8) Recognition of coastal landforms on 1:25000 and 1:50000 OS maps.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 19

Issue 2 – November 2015 © Pearson Education Limited 2015
Enquiry question: What are the challenges for coastal landscapes and communities
and why is there conflict about how to manage them?

Key idea Detailed content

4.5 The interaction a. Why there are increasing risks from coastal flooding
of human and (consequences of climate change on marine erosion and
physical deposition, including an increased frequency of storms and
processes rising sea level) and the threats to people and environment.
present (10)
challenges along
b. Why there are costs and benefits to, and conflicting views
coastlines and
about, managing coastal processes by hard engineering
there are a
(groynes and sea walls) and by soft engineering (beach
variety of
replenishment, slope stabilisation) as well as more sustainable
management
approaches (‘do nothing’ and ‘strategic realignment’ linked to
options (9)
Integrated Coastal Zone Management). (11) (12)

Integrated skills:
(9) Explore the kinds of questions that can be investigated through fieldwork
(10) Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate what is threatened by
rapid erosion
(11) Use of simple cost-benefit analysis to investigate coastal defence options
(12) Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of policy
decisions.

20 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Sub topic: River processes and pressures
Enquiry question: Why is there a variety of river landscapes in the UK and what
are the processes that shape them?

Key idea Detailed content

4.6 Distinctive river a. How river landscapes contrast between the upper courses,
landscapes have mid-courses and lower courses of rivers and why channel
different shape (width, depth), valley profile, gradient, discharge,
characteristics velocity and sediment size and shape change along the course
formed by of a named UK river. (14) (15)
interacting
b. The interaction of erosion (hydraulic action, abrasion, attrition
physical
and solution), transport (traction, saltation, suspension and
processes (13)
solution) and depositional processes in river landform
formation (meanders, interlocking spurs, waterfalls, flood
plains, levees and oxbow lakes, deltas). (16)

c. Influence of climate, geology and slope processes on river

landscapes and sediment load and how storm hydrographs and
lag-times can be explained by physical factors (geology, soil
type, slope, drainage basin shape, antecedent conditions).

4.7 River a. How human activities (urbanisation, land-use change,

landscapes are deforestation) change river landscapes which alter storm
influenced by hydrographs. (17)
human activity
b. How the interaction of physical and human processes is
interacting with
physical causing river flooding on one named river , including the
processes (13) significance of its location.

Integrated skills:
(13) Explore the kinds of questions that can be investigated through fieldwork
(14) Use 1:25000 and 1:50000 OS maps to determine valley cross-section from contour
lines
(15) Use of BGS Geology maps (paper or online) to link river-long profiles to geology
(16) Recognition of river landforms on 1:25000 and 1:50000 OS maps
(17) Drawing simple storm hydrographs using rainfall and discharge data.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 21

Issue 2 – November 2015 © Pearson Education Limited 2015
Enquiry question: What are the challenges for river landscapes, people and
property and how can they be managed?

Key idea Detailed content

4.8 Some rivers are a. Increasing risks from river flooding (increased frequency of
more prone to storms and land-use change) and the threats to people and
flood than environment.
others and there
b. Costs and benefits of managing flood risk by hard engineering
is a variety of
(flood walls, embankments, flood barriers) and by soft
river
engineering (flood plain retention, river restoration). (19) (20)
management
options (18)

Integrated skills:
(18) Explore the kinds of questions that can be investigated through fieldwork
(19) Use of simple cost-benefit analysis to investigate river management options
(20) Use of 1:25000 and 1:50000 OS maps, and GIS, to investigate the impact of policy
decisions.

22 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Topic 5: The UK’s evolving human landscape

Overview of the UK’s human landscape

Enquiry question: Why are places and people changing in the UK?

Key idea Detailed content

5.1 Population, a. Differences between urban core and rural (population density
economic and age structure, economic activities and settlement) and
activities and how UK and EU government policies have attempted to reduce
settlements are them (via enterprise zones, investment in transport
key elements of infrastructure, regional development). (1)
the human
landscape

5.2 The UK a. Why national and international migration over the past 50
economy and years has altered the population geography of the UK
society is (numbers, distribution, age structure) and how UK and EU
increasingly immigration policy has contributed to increasing ethnic and
linked and cultural diversity. (2) (3)
shaped by the
b. Why the decline in primary and secondary sectors and the rise
wider world
of the tertiary and quaternary sectors in urban and rural areas
has altered economic and employment structure in contrasting
regions of the UK.

c. Why globalisation, free-trade polices (UK and EU) and

privatisation has increased foreign direct investment (FDI) and
the role of TNCs in the UK economy. (3)

Integrated skills:
(1) Use and interpretation of UK population pyramids form different time periods
(2) Use of census data sets to understand changes to the UK’s population
(3) Use of Eurostat to investigate FDI and immigration to the UK.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 23

Issue 2 – November 2015 © Pearson Education Limited 2015
Case Study – Dynamic UK cities

Enquiry question: How is ONE major* UK city changing?

To be studied in the context of ONE major city in the UK.

Key idea Detailed content

5.3 The context of a. Significance of site, situation and connectivity of the city in a
the city national (cultural and environmental), regional and global
influences its context.
functions and
b. The city’s structure (Central Business District (CBD), inner city,
structure (1)
suburbs, urban-rural fringe), in terms of its functions and
variations in building age and density, land-use and
environmental quality.

5.4 The city a. Causes of national and international migration that influence
changes growth and character the different parts of the city (age
through structure, ethnicity, housing, services, culture).
employment,
b. Reasons for different levels of inequality, in employment and
services and the
services, education, health in the different parts of the city. (2)
movement of
people

5.5 The changing a. How parts of the city have experienced decline (de-
city creates industrialisation, de-population): de-centralisation (out-of-town
challenges and shopping centres, retail and business parks), e-commerce,
opportunities developments in transport. (3)

b. How parts of the city have experienced economic and

population growth (sprawl on the rural-urban fringe, financial
and business services, investment by trans-national
corporations, gentrification/studentification, culture and
leisure).

5.6 Ways of life in a. How regeneration and rebranding of the city has positive and
the city can be negative impacts on people (increased population,
improved by environmental quality and economic opportunities). (3)
different
b. Strategies aimed at making urban living more sustainable and
strategies (1)
improving quality of life in the city (recycling, employment,
green spaces, transport, affordable and energy-efficient
housing). (5)

5.7 The city is a. The city and accessible rural areas are interdependent (flows of
interdependent goods, services and labour), which leads to economic, social
with rural areas, and environmental costs and benefits for both.
leading to
b. Why a rural area has experienced economic and social changes
changes in rural
(counter-urbanisation, pressure on housing, increased leisure
areas
and recreation and population change) due to its links with the
city.

24 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Key idea Detailed content

5.8 The changing a. The challenges of availability and affordability of housing,

rural area decline in primary employment, provision of healthcare and
creates education and how they affect quality of life (IMD) for some
challenges and rural groups (elderly and young people). (5)
opportunities
b. New income and economic opportunities are created by rural
diversification (farm shops, accommodation, leisure activities)
and tourism projects, but these may have environmental
impacts. (3)
Integrated skills
(1) Explore the kinds of questions capable of being investigated through fieldwork.
(2) Using census data sets to compare areas within inner cities.
(3) Use of 1:25000 and 1:50000 OS maps to identify different land use types.
(4) Using crime and IMD databases to investigate the extent of inner-city problems.
*See Appendix 2: Definitions

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 25

Issue 2 – November 2015 © Pearson Education Limited 2015
Topic 6: Geographical investigations
The experience of fieldwork helps students to develop new geographical insight into two of
the contrasting environments studied in Topics 4 and 5 of this component.

Students must carry out fieldwork and research as part of their investigations. Fieldwork
must be outside the classroom and school/college grounds. It does not have to take place in
the UK necessarily but the examination for this Paper will always treat fieldwork within the
context of the UK.

Students must carry out two investigations in Topic 6 that link to Topics 4 and 5. One
investigation in a physical environment either Investigating coastal change and conflict or
Investigating river processes and pressures. And a second investigation in a human
environment from either Investigating dynamic urban areas or Investigating changing rural
areas.

26 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Contexts for fieldwork

Investigating coastal change and conflict

Investigate the impact of coastal management on coastal processes and communities.

Fieldwork and General focus of fieldwork

research
1. Formulating Students must have an opportunity to develop understanding of
enquiry the kinds of questions capable of being investigated through
questions fieldwork in coastal environments. Students must have an
opportunity to develop a question(s) based on their location and
the task.

2. Selecting Fieldwork data collection must include at least:

fieldwork ● one quantitative fieldwork method to measure how coastal
methods management has affected beach morphology and sediment
characteristics
● one qualitative fieldwork method to collect data on coastal
management measures and their success.

3. Secondary data ● A geology map e.g. Geology of Britain viewer

sources ● One other source.

Investigating river processes and pressures

Investigating how and why drainage basin and channel characteristics influence flood risk for
people and property along a river in the UK.

Fieldwork and General focus of fieldwork

research
1. Formulating Students must have an opportunity to develop understanding of
enquiry the kinds of questions capable of being investigated through
questions fieldwork in river environments. Students must have an
opportunity to develop a question(s) based on their location and
the task.

2. Selecting Fieldwork data collection must include at least:

fieldwork ● one quantitative fieldwork method to measure changes in river
methods channel characteristics
● one qualitative fieldwork method to collect data on factors that
might influence flood risk.

3. Secondary data ● A flood risk map e.g. Environmental Agency Flood Risk map
sources ● One other source chosen by the centre.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 27

Issue 2 – November 2015 © Pearson Education Limited 2015
Investigating dynamic urban areas

Investigate how and why quality of life varies within urban areas.

Fieldwork and General focus of fieldwork

research
1. Formulating Students must have an opportunity to develop understanding of
enquiry the kinds of questions capable of being investigated through
questions fieldwork in urban environments. Students must have an
opportunity to develop a question(s) based on their location and
the task.

2. Selecting Fieldwork data collection must include at least:

fieldwork ● one qualitative fieldwork method to collect data on the views
methods and perceptions of quality of life
● one quantitative fieldwork method to collect data on
environmental quality.

3. Secondary data ● Census data e.g. Office for National Statistics (ONS)
sources Neighbourhood Statistics
● One other source chosen by the centre.

Investigating changing rural areas

Investigating how and why deprivation varies within rural areas in the UK.

Fieldwork and General focus of fieldwork

research
1. Formulating Students must have an opportunity to develop understanding of
enquiry the kinds of questions capable of being investigated through
questions fieldwork in rural environments. Students must have an
opportunity to develop a question(s) based on their location and
the task.

2. Selecting Fieldwork data collection must include at least:

fieldwork ● a qualitative fieldwork method to collect data on the views and
methods perceptions on quality of rural life
● a quantitative fieldwork method to collect data on environmental
quality.

3. Secondary data ● Census data e.g. Office for National Statistics (ONS)
sources Neighbourhood Statistics
● One other source chosen by the centre.

28 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Assessment information
● First assessment: May/June 2018.
● The assessment is 1 hour and 30 minutes.

● The assessment consists of four sections.

● The assessment is out of 94 marks.
● The paper will assess spelling, punctuation, grammar and use of specialist terminology
which will contribute 4 marks towards the overall marks for this paper.
● Each question is set in a context.
● Students must answer one from two optional questions (Investigating coastal and conflict
or Investigating river processes and pressures) in Section C1. Students must then answer
one from two optional questions (Investigating dynamic urban areas or Investigating
changing rural areas) in Section C2.
● The exam includes multiple-choice questions, short open, open response, calculations and
8-mark extended writing questions.
● Extended writing questions will assess students' ability to develop extended written
arguments and to draw well-evidenced and informed conclusions about geographical
questions and issues.
● Calculators will be used in the examination.

In the examination in any given year, students will be assessed on at least two of the six
enquiry stages below, across both their investigations:

Stage in Description
the enquiry
process

1 Understanding of the kinds of question capable of being investigated through

fieldwork and an understanding of the geographical enquiry processes
appropriate to investigate them.

2 Understanding of the range of techniques and methods used in fieldwork,

including observation and different kinds of measurement.

3 Processing and presenting fieldwork data in various ways, including maps,

GIS, graphs and diagrams (hand-drawn and computer-generated).

4 Analysing and explaining data collected in the field, using knowledge of

relevant geographical case studies and theories.

5 Drawing evidenced conclusions and summaries from fieldwork transcripts and

data.

6 Reflecting critically on fieldwork data, methods used, conclusions drawn and

knowledge gained.

Sample assessment materials

A sample paper and mark scheme for this paper can be found in the Pearson Edexcel
Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Geography A Sample Assessment Materials
(SAMs) document.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 29

Issue 2 – November 2015 © Pearson Education Limited 2015
Authentication of fieldwork
Centres must complete the Fieldwork Statement in Appendix 1. This form must be completed
as evidence that students have undertaken appropriate fieldwork as part of their programme
of study for this qualification. Pearson will publish the final deadline date for submission of
this form through our website each year. Failure to return the Fieldwork Statement on time
will constitute malpractice on the part of the Centre, see page 41.

30 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Component 3: People and Environment Issues –
Making Geographical Decisions

Overview
In this component, students will develop their knowledge and understanding of the processes
and interactions between people and environment and investigate related issues at a variety
of scales.

This component has three sections:

● Topic 7: People and the biosphere – an overview of the global distribution and
characteristics of large-scale ecosystems, why the biosphere is important to human
wellbeing and how humans use and modify it in order to obtain resources
● Topic 8: Forests under threat – a detailed study of tropical rainforests and the taiga,
looking at processes and interactions and issues related to their biodiversity and to their
sustainable use and management
● Topic 9: Consuming energy resources – a study of renewable and non-renewable energy,
its supply and demand, access and energy security issues, its sustainable use and
management
● The content and concepts from topics 7, 8 and 9 should be taught through a range of
contexts.

Characteristics of the geographical decision-making process

The examination will consist of a booklet of sources, provided in the examination, that
exemplify a geographical issue drawing from Topics 7, 8 and 9 and underpinning conceptual
knowledge from Components 1 and 2. It requires students to make effective use of, analyse
and interpret the resource material provided in the examination. The final 12-mark question
requires students to consider physical and human geography together, draw on information
in the booklet of sources, and make reasoned justifications for proposed solutions in terms of
their likely impact on both people and environment.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 31

Issue 2 – November 2015 © Pearson Education Limited 2015
Topic 7: People and the biosphere

Overview of global biomes and the importance of the biosphere

Enquiry question: Why is the biosphere so important to human wellbeing and how
do humans use and modify it to obtain resources?

Key idea Detailed content

7.1 The Earth is a. How the global distribution and characteristics of major biomes
home to a (tropical, temperate and boreal forests, tropical and temperate
number of very grasslands, deserts and tundra) are influenced by climate
large (temperature, precipitation, sunshine hours). (1) (2)
ecosystems
b. Local factors (altitude, rock and soil type, drainage) can alter
(biomes) the
the biome distribution locally and how the biotic (flora, fauna)
distribution of
and abiotic (soils, rock, water, atmosphere) components of
which is
biomes interact.
affected by
climate and
other factors

7.2 The biosphere is a. How the biosphere provides resources for indigenous and local
a vital life- people (food, medicine, building materials and fuel resources)
support system but is also increasingly exploited commercially for energy,
for people as it water and mineral resources.
provides both
b. How the biosphere regulates the composition of the
goods and
atmosphere, maintains soil health and regulates water within
services
the hydrological cycle, providing globally important services.

c The global and regional trends increasing demand for food,

energy and water resources (population growth, rising
affluence, urbanisation and industrialisation) and theories on
the relationships between population and resources (Malthus
and Boserup). (3)

Integrated skills:
(1) Comparing climate graphs for different biomes
(2) Use of world maps to show the location of global biomes
(3) Use and interpretation of line graphs showing the range of future global population
projections, and population in relation to likely available resources.

32 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Topic 8: Forests under threat

Tropical rainforest and taiga (boreal) forest

Enquiry question: What are the threats to forest biomes and how can they be
reduced?

Key idea Detailed content

8.1 The structure, a. How biotic and abiotic characteristics are interdependent
functioning and (climate, soil, water, plants, animals and humans), how plants
adaptations of (stratified layers, buttress roots, drip tips) and animals are
the tropical adapted to the climate.
rainforest*
b. Why tropical rainforests have a very high rate of nutrient
reflect the
cycling which, in turn, supports high levels of biodiversity and
equatorial
complex food webs. (1)
climate

8.2 The taiga shows a. How biotic and abiotic characteristics are interdependent
different (climate, soil, water, plants, animals and humans), how taiga
characteristics, plants (cone-shaped, needles, simple structure) and animals
reflecting the (migratory) are adapted to the climate.
more extreme
b. Why the taiga has lower productivity, with less active nutrient
and highly
cycling and much lower levels of biodiversity. (1)
seasonal climate

8.3 Tropical a. Causes of deforestation: commercial hardwood logging,

rainforests are subsistence and commercial agriculture, local demand for fuel
threatened wood and how demand for biofuels, mineral resources and
directly by electricity (HEP) contribute to deforestation.
deforestation
b. Why climate change is an indirect threat to the health of
and indirectly by
tropical rainforests (ecosystem stress, drought). (2)
climate change

8.4 The taiga is a. Direct threats from logging for softwood, pulp and paper
increasingly production and indirect threats resulting from the exploitation
threatened by of minerals, fossil fuels and HEP potential.
commercial
b. How acid precipitation, forest fires, pests and diseases and
development
forest fires contribute to a loss of biodiversity. (2)

8.5 Conservation a. Advantages and disadvantages of global actions (CITES, REDD)

and sustainable designed to protect tropical rainforest species and areas and
management of why deforestation rates are rising in some areas but falling in
tropical rain others.
forests is vital if
b. The challenge of achieving sustainable forest management and
goods and
why alternative livelihoods (ecotourism, sustainable farming)
services are not
might better protect the remaining tropical rainforest.
to be lost for
future
generations

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 33

Issue 2 – November 2015 © Pearson Education Limited 2015
Key idea Detailed content

8.6 The taiga a. Challenges of creating and maintaining protected wilderness

wilderness areas areas, national parks and sustainable forestry in the taiga.
need to be
protected from b. Reasons for conflicting views on protecting or exploiting forest
over- and natural resources in the taiga.
exploitation

Integrated skills:
(1) Use an interpretation of nutrient cycle diagrams and food webs diagrams
(2) Use of GIS to identify the pattern of forest loss.

34 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Topic 9: Consuming energy resources

Enquiry question: How can the growing demand for energy by met without serious
environmental consequences?

Key idea Detailed content

9.1 Energy a. How energy resources can be classified as non-renewable

resources can (finite stocks of fossil fuel coal, oil and gas), renewable (flows
be classified in of solar, wind, HEP) and recyclable (nuclear, biofuels).
different ways
b. How mining and drilling can have environmental impacts
and their
(landscape scarring, oil spills, carbon emissions, removal of
extraction and
forests) and the landscape impacts of renewable energy (HEP
use has
flooding, land use for wind turbines and solar panels).
environmental
consequences

9.2 Access to a. How access to energy resources is affected by access to

energy technology and physical resources (geology, accessibility,
resources is not climate and landscape influences on renewable potential). (1)
evenly
b. The global pattern of energy use per capita and the causes of
distributed
variations (levels of economic development, reliance of
which has
traditional fuel sources, demand from different economic
implications for
sectors).
people

9.3 The global a. How oil reserves and production are unevenly distributed and
demand for oil why oil consumption is growing (rising per capita GDP, rapid
is increasing, industrialisation in emerging economies).
but supplies are
b. How oil supply and oil prices are affected by changing
unevenly
international relations (conflicts, diplomatic relations) and
available
economic factors (periods of recession versus boom, over or
under supply). (2)

Integrated skills
(1) Use and interpretation of world maps showing the distribution of energy resources
(2) Use of oil price and oil production data to graph trends over time.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 35

Issue 2 – November 2015 © Pearson Education Limited 2015
Key idea Detailed content

9.4 The world’s a. Economic benefits and costs of developing new conventional oil
continuing and gas sources in ecologically-sensitive and isolated areas.
reliance of fossil
b. Environmental costs (negative impacts on water quality and
fuels increases
ecosystems) of developing new unconventional oil and gas
pressure to
sources (tar sands, shale gas) in ecologically-sensitive and
exploit new
isolated areas.
areas

9.5 Reducing a. The role of energy efficiency and energy conservation (in
reliance on transport and the home) in reducing demand, helping finite
fossil fuels energy supplies last longer and reducing carbon emissions.
presents major
b. Costs and benefits of alternatives to fossil fuels (biofuels, wind,
technical
solar and HEP) and future technologies (hydrogen) aimed at
challenges
reducing carbon footprints, improving energy security and
diversifying the energy mix.

9.6 Attitudes to a. How different groups (consumers, TNCs, governments, climate

energy and scientists and environmental groups) have contrasting views
environmental about energy futures (business as usual versus sustainable).
issues are
b. How, in some developed countries, rising affluence,
changing
environmental concerns and education are changing attitudes
to unsustainable energy consumption and reducing carbon
footprints. (3)

Integrated skills:
(3) Calculation of carbon and ecological footprints.

Assessment information
● First assessment: May/June 2018.
● The assessment is 1 hour and 30 minutes.
● The assessment is out of 64 marks.

● The paper will assess spelling, punctuation, grammar and use of specialist terminology
which will contribute 4 marks towards the overall marks for this paper.
● Each section explores an aspect of a geographical issue leading to the final decision
making question related to the issue.
● The exam includes multiple-choice question and will include short open, open response
and extended writing questions. Section C will include 6-mark extended writing questions
and Section D will offer a choice of one from three decisions assessed by a 12-mark
extended writing question.
● Extended writing questions will assess students’ ability to develop extended written
arguments and to draw well-evidenced and informed conclusions about geographical
questions and issues.
● Calculators will be used in the examination.

Sample assessment materials

A sample paper and mark scheme for this paper can be found in the Pearson Edexcel
Level 1/Level 2 GCSE (9–1) in Geography B Sample Assessment Materials (SAMs) document.

36 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Geographical skills
Students are required to develop a range of geographical skills throughout their course of
study. These skills may be assessed across any of the examined components. The full list of
geographical skills is given below. Some geographical skills are specific to particular subject
content; these are indicated in the ‘integrated skills’ sections within the topics throughout the
specification.

Atlas and map skills:

● recognise and describe distributions and patterns of both human and physical features at
a range of scales using a variety of maps and atlases
● draw, label, annotate, understand and interpret sketch maps
● recognise and describe patterns of vegetation, land use and communications
infrastructure, as well as other patterns of human and physical landscapes
● describe and identify the site, situation and shape of settlements

Graphical skills:
● label and annotate and interpret different diagrams, maps, graphs, sketches and
photographs
● use and interpret aerial, oblique, ground and satellite photographs from a range of
different landscapes
● use maps in association with photographs and sketches and understand links to directions

Data and information research skills:

● use online census sources to obtain population and local geo-demographic information

Investigative skills:
● identify questions or issues for investigation, develop a hypothesis and/or key questions
● consider appropriate sampling procedures (systematic vs random vs stratified) and sample
size
● consider health and safety and undertake risk assessment
● select data collection methods and equipment to ensure accuracy and reliability, develop
recording sheets for measurements and observation
● use of ICT to manage, collate, process and present information, use of hand-drawn
graphical skills to present information in a suitable way
● write descriptively, analytically and critically about findings
● develop extended written arguments, drawing well evidenced and informed conclusions
about geographical questions and issues.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 37

Issue 2 – November 2015 © Pearson Education Limited 2015
Mathematics and Statistics Skills
These skills are taken from the document Geography GCSE subject content published by the
Department for Education (DfE) April 2014. These skills may be assessed across any of the
examined components. Some mathematics and statistics skills are specific to particular
subject content; these are indicated in the ‘integrated skills’ sections within the topics
throughout the specification.

Cartographic skills:
● use and understand gradient, contour and spot height on OS maps and other isoline maps

● interpret cross sections and transects

● use and understand coordinates, scale and distance
● describe and interpret geo-spatial data presented in a GIS framework

Graphical skills:
● select and construct appropriate graphs and charts to present data, using appropriate
scales and including bar charts, pie charts, pictograms, line charts, histograms with equal
class intervals
● interpret and extract information from different types of graphs and charts including any
of the above and others relevant to the topic
● interpret population pyramids, choropleth maps and flow-line maps

Numerical skills:
● demonstrate an understanding of number, area and scale and the quantitative
relationships between units
● design fieldwork data collection sheets and collect data with an understanding of accuracy,
sample size and procedures, control groups and reliability
● understand and correctly use proportion and ratio, magnitude and frequency
● draw informed conclusions from numerical data

Statistical skills:
● use appropriate measures of central tendency, spread and cumulative frequency (median,
mean, range, quartiles and inter-quartile range, mode and modal class)
● calculate percentage increase or decrease and understand the use of percentiles

● describe relationships in bivariate data: sketch trend lines through scatter plots; draw
estimated lines of best fit; make predictions; interpolate and extrapolate trends
● be able to identify weaknesses in selective statistical presentation of data

38 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Assessment Objectives

Students must: % in GCSE

AO1 Demonstrate knowledge of locations, places, processes, 15
environments and different scales

AO2 Demonstrate geographical understanding of: 25

● concepts and how they are used in relation to places,
environments and processes
● the inter-relationships between places, environments and
processes

AO3 Apply knowledge and understanding to interpret, analyse 35

and evaluate geographical information and issues and to (10% applied to
make judgements fieldwork contexts)

AO4 Select, adapt and use a variety of skills and techniques to 25

investigate questions and issues and communicate findings (5% used to
respond to
fieldwork data and
contexts)

Total 100%

Breakdown of Assessment Objectives

Assessment Objectives Total for all

Assessment
Paper AO1 % AO2 % AO3 % AO4 % Objectives

Paper 1: Global Geographical 7.5 13.7 8.7 7.5 37.5%

Issues

Paper 2: UK Geographical 5 7.5 14.2 10.8 37.5%

Issues

Paper 3: People and 2.5 3.8 12.1 6.7 25%

Environmental Issues –
Making Geographical
Decisions

Total for GCSE 15% 25% 35% 25% 100%

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 39

Issue 2 – November 2015 © Pearson Education Limited 2015
3 Administration and general information

Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website: qualifications.pearson.com

Forbidden combinations and discount code

Centres should be aware that students who enter for more than one GCSE, or other Level 2
qualifications with the same discount code, will have only the grade for their 'first entry'
counted for the purpose of the School and College Performance Tables (please see
Appendix 6: Codes). For further information about what constitutes 'first entry' and full
details of how this policy is applied, please refer to the DfE website: www.education.gov.uk

Students should be advised that, if they take two GCSEs with the same discount code,
schools and colleges to which they wish to progress are very likely to take the view that they
have achieved only one of the two GCSEs. The same view may be taken if students take two
GCSE or other Level 2 qualifications that have different discount codes but which have
significant overlap of content. Students or their advisers who have any doubts about their
subject combinations should check with the institution to which they wish to progress before
embarking on their programmes.

Access arrangements, reasonable adjustments,

special consideration and malpractice
Equality and fairness are central to our work. Our equality policy requires all students to
have equal opportunity to access our qualifications and assessments, and our qualifications
to be awarded in a way that is fair to every student.

We are committed to making sure that:

● students with a protected characteristic (as defined by the Equality Act 2010) are not,
when they are undertaking one of our qualifications, disadvantaged in comparison to
students who do not share that characteristic
● all students achieve the recognition they deserve for undertaking a qualification and that
this achievement can be compared fairly to the achievement of their peers.

Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
● access the assessment
● show what they know and can do without changing the demands of the assessment.

The intention behind an access arrangement is to meet the particular needs of an individual
student with a disability, without affecting the integrity of the assessment. Access
arrangements are the principal way in which awarding bodies comply with the duty under the
Equality Act 2010 to make ‘reasonable adjustments’.

Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.

40 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.

A reasonable adjustment for a particular person may be unique to that individual and
therefore might not be in the list of available access arrangements.

Whether an adjustment will be considered reasonable will depend on a number of factors,

which will include:
● the needs of the student with the disability
● the effectiveness of the adjustment
● the cost of the adjustment; and

● the likely impact of the adjustment on the student with the disability and other students.

An adjustment will not be approved if it involves unreasonable costs to the awarding

organisation, timeframes or affects the security or integrity of the assessment. This is
because the adjustment is not ‘reasonable’.

Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the
examination/assessment, which has had, or is reasonably likely to have had, a material
effect on a candidate’s ability to take an assessment or demonstrate their level of attainment
in an assessment.

Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.

For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk.

Malpractice

Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.

Candidate malpractice in examinations must be reported to Pearson using a JCQ M1 Form

(available at www.jcq.org.uk/exams-office/malpractice). The form can be emailed to
[email protected] or posted to Investigations Team, Pearson, 190 High Holborn,
London, WC1V 7BH. Please provide as much information and supporting documentation as
possible. Note that the final decision regarding appropriate sanctions lies with Pearson.

Failure to report malpractice constitutes staff or centre malpractice.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 41

Issue 2 – November 2015 © Pearson Education Limited 2015
Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with candidate malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or which undermines the
integrity of the qualifications or the validity of results/certificates.

All cases of suspected staff malpractice and maladministration must be reported

immediately, before any investigation is undertaken by the centre, to Pearson on
a JCQ M2(a) Form (available at www.jcq.org.uk/exams-office/malpractice). The form,
supporting documentation and as much information as possible can be emailed to
[email protected] or posted to Investigations Team, Pearson, 190 High Holborn,
London, WC1V 7BH. Note that the final decision regarding appropriate sanctions lies with
Pearson.

Failure to report malpractice itself constitutes malpractice.

More-detailed guidance on malpractice can be found in the latest version of the document
JCQ General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments, available at www.jcq.org.uk/exams-office/malpractice.

Awarding and reporting

This qualification will be graded, awarded and certificated to comply with the requirements of
Ofqual's General Conditions of Recognition.

This GCSE qualification will be graded and certificated on a nine-grade scale from 9 to 1
using the total subject mark where 9 is the highest grade. Individual papers are not graded.

Students whose level of achievement is below the minimum judged by Pearson to be of

sufficient standard to be recorded on a certificate will receive an unclassified U result.

The first certification opportunity for this qualification will be 2018.

Student recruitment and progression

Pearson follows the JCQ policy concerning recruitment to our qualifications in that:
● they must be available to anyone who is capable of reaching the required standard

● they must be free from barriers that restrict access and progression
● equal opportunities exist for all students.

Prior learning and other requirements

This qualification has been built to progress from the geographical knowledge, understanding
and skills in the geography programmes of study for the National Curriculum in England.
Although the qualification does not directly assess geographical knowledge, understanding
and skills of the content geography programmes of study for the National Curriculum in
England it assumes that this geographical knowledge, understanding and skills have been
developed lower down the key stages.

42 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Progression
Students can progress from this qualification to a number of different qualifications at
Level 3, including GCE in Geography, Geology, Environmental Sciences, Travel and Tourism,
and Leisure and Recreation.

With this rounded qualification that helps them to understand the world around them
students can, usually with further training, progress to employment.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 43

Issue 2 – November 2015 © Pearson Education Limited 2015
44 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification
– Issue 2 – November 2015 © Pearson Education Limited 2015
Appendices

Appendix 1: Fieldwork Statement 47

Appendix 2: Definitions 48
Appendix 3: Exam command word definitions 49
Appendix 4: The context for the development of this qualification 50
Appendix 5: Transferable skills 52
Appendix 6: Codes 53

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 45

Issue 2 – November 2015 © Pearson Education Limited 2015
46 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification
– Issue 2 – November 2015 © Pearson Education Limited 2015
Appendix 1: Fieldwork Statement
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography 1GA0/1GB0

Centre name: Centre number:

All candidates must carry out fieldwork, outside of the classroom and school grounds, on at
least two occasions.

Details of fieldwork

Fieldwork occasion 1 Fieldwork occasion 2

Specification topic links: Specification topic links:

Fieldwork date:____________________ Fieldwork date:____________________

Location:___________________________ Location:___________________________

Number of students:___________________ Number of students:___________________

Key issues/questions investigated: Key issues/questions investigated:

Head teacher declaration

I declare that the fieldwork occasions recorded above have been carried out in accordance
with 2016 Pearson Edexcel Level 1/Level 2 GCSE Geography (9-1) fieldwork requirements.

Head teacher name:

Head teacher signature: Date:

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 47

Issue 2 – November 2015 © Pearson Education Limited 2015
Appendix 2: Definitions
Terms used in this specification and their definition.

Term Definition
Developing country Country with low human development (LHD), a poor country

Emerging country Country with high and medium human development (HMHD),
recently emerging country

Developed country Country with very high human development (VHHD)

Megacity Urban area with a population of over 10 million

Major city City with a population of at least 200,000 inhabitants

Human Development is measured by the Human Development Index (HDI). For further
information on which countries are categorised as Low, Medium, High and Very High Human
Development by HDI please go to this website: http://hdr.undp.org or email
[email protected] for further information on the definitions used within this
document.

48 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Appendix 3: Exam command word
definitions
This table lists the command words that could be used in the examinations for this
qualification and their definitions.

Command Word Definition

Identify/State/Name Recall or select one or more pieces of information.

Define State the meaning of a term.

Calculate Produce a numerical answer, showing relevant working.

Draw/plot Create a graphical representation of geographical information.

Label Add a label/labels to a given resource, graphic or image.

Describe Give an account of the main characteristics of something or the

steps in a process. Statements in the response should be developed
but do not need to include a justification or reason.

Compare Find the similarities and differences of two elements given in a

question. Each response must relate to both elements, and must
include a statement of their similarity/difference.

Explain Provide a reasoned explanation of how or why something occurs. An

explanation requires a justification/exemplification of a point. Some
questions will require the use of annotated diagrams to support
explanation.

Suggest Apply understanding to provide a reasoned explanation of how or

why something may occur. A suggested explanation requires a
justification/exemplification of a point.

Assess Use evidence to determine the relative significance of something.

Give consideration to all factors and identify which are the most
important.

Evaluate Measure the value or success of something and ultimately provide a

substantiated judgement/conclusion. Review information and then
bring it together to form a conclusion, drawing on evidence such as
strengths, weaknesses, alternatives and relevant data.

Select...and justify Select one option from those given and justify the choice, drawing
across the resources provided and knowledge/understanding. The
justification should include consideration of the alternative options in
order to provide a supported argument in favour of the chosen
option.

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 49

Issue 2 – November 2015 © Pearson Education Limited 2015
Appendix 4: The context for the
development of this qualification
All our qualifications are designed to meet our World Class Qualification Principles[1] and our
ambition to put the student at the heart of everything we do.

We have developed and designed this qualification by:

● reviewing other curricula and qualifications to ensure that it is comparable with those
taken in high-performing jurisdictions overseas
● consulting with key stakeholders on content and assessment to ensure this qualification is
suitable for a UK context
● reviewing the legacy qualification and building on its positive attributes.

This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCSE (9 to 1) Qualification Level Conditions and Requirements and GCSE Subject
Level Conditions and Requirements for Geography, published in April 2014.

[1]
Pearson’s World Class Qualification Principles ensure that our qualifications are:
● demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
● rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills
and competencies of certified students
● inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
● empowering, through promoting the development of transferable skills, see Appendix 5.

50 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
From Pearson’s Expert Panel for World Class Qualifications

“education
The reform of the qualifications system in England is a profoundly important change to the
system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.

When these changes were first proposed we were approached by Pearson to join an ‘Expert
Panel’ that would advise them on the development of the new qualifications.

We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia and a number of countries across Europe.

We have guided Pearson through what we judge to be a rigorous qualification development

process that has included:
● Extensive international comparability of subject content against the highest-performing
jurisdictions in the world
● Benchmarking assessments against UK and overseas providers to ensure that they are at
the right level of demand
● Establishing External Subject Advisory Groups, drawing on independent subject-specific
expertise to challenge and validate our qualifications
● Subjecting the final qualifications to scrutiny against the DfE content and Ofqual
accreditation criteria in advance of submission.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an ‘Efficacy Framework’, meaning learner outcomes
have been at the heart of this development throughout.

We understand that ultimately it is excellent teaching that is the key factor to a learner’s
success in education. As a result of our work as a panel we are confident that we have
supported the development of qualifications that are outstanding for their coherence,
thoroughness and attention to detail and can be regarded as representing world-class best
practice.
’’
Sir Michael Barber (Chair) Professor Sing Kong Lee

Chief Education Advisor, Pearson plc Director, National Institute of Education,

Singapore

Bahram Bekhradnia Professor Jonathan Osborne

President, Higher Education Policy Institute Stanford University

Dame Sally Coates Professor Dr Ursula Renold

Principal, Burlington Danes Academy Federal Institute of Technology,

Switzerland

Professor Robin Coningham Professor Bob Schwartz

Pro-Vice Chancellor, University of Durham Harvard Graduate School of Education

Dr Peter Hill

Former Chief Executive ACARA

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 51

Issue 2 – November 2015 © Pearson Education Limited 2015
Appendix 5: Transferable skills
The need for transferable skills
In recent years, higher education institutions and employers have consistently flagged the
need for students to develop a range of transferable skills to enable them to respond with
confidence to the demands of undergraduate study and the world of work.

The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as ‘the bundle of knowledge, attributes and capacities that can be learned and
that enable individuals to successfully and consistently perform an activity or task and can be
built upon and extended through learning.’ [ 1]

To support the design of our qualifications, the Pearson Research Team selected and
evaluated seven global 21st-century skills frameworks. Following on from this process, we
identified the National Research Council’s (NRC) framework as the most evidence-based and
robust skills framework. We adapted the framework slightly to include the Program for
International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving
(CPS) Skills.
[2]
The adapted National Research Council’s framework of skills involves:

Cognitive skills
● Non-routine problem solving – expert thinking, metacognition, creativity.
● Systems thinking – decision making and reasoning.
● Critical thinking – definitions of critical thinking are broad and usually involve general
cognitive skills such as analysing, synthesising and reasoning skills.
[3]
● ICT literacy – access, manage, integrate, evaluate, construct and communicate.

Interpersonal skills
● Communication – active listening, oral communication, written communication, assertive
communication and non-verbal communication.
● Relationship-building skills – teamwork, trust, intercultural sensitivity, service
orientation, self-presentation, social influence, conflict resolution and negotiation.
● Collaborative problem solving – establishing and maintaining shared understanding,
taking appropriate action, establishing and maintaining team organisation.

Intrapersonal skills
● Adaptability – ability and willingness to cope with the uncertain, handling work stress,
adapting to different personalities, communication styles and cultures, and physical
adaptability to various indoor and outdoor work environments.
● Self-management and self-development – ability to work remotely in virtual teams,
work autonomously, be self-motivating and self-monitoring, willing and able to acquire
new information and skills related to work.

Transferable skills enable young people to face the demands of further and higher education,
as well as the demands of the workplace, and are important in the teaching and learning of
this qualification. We will provide teaching and learning materials, developed with
stakeholders, to support our qualifications.

[1]
OECD (2012), Better Skills, Better Jobs, Better Lives (2012):
http://skills.oecd.org/documents/OECDSkillsStrategyFINALENG.pdf
[2]
Koenig, J. A. (2011) Assessing 21st Century Skills: Summary of a Workshop, National Research Council
[3]
PISA (2011) The PISA Framework for Assessment of ICT Literacy, PISA

52 Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification

– Issue 2 – November 2015 © Pearson Education Limited 2015
Appendix 6: Codes

Type of code Use of code Code

Discount codes Every qualification is assigned to a RF4
discount code indicating the subject area
to which it belongs. This code may
change. See our website
(qualifications.pearson.com) for details of
any changes.

National Each qualification title is allocated an The QN for this

Qualifications Ofqual National Qualifications Framework qualification is:
Framework (NQF) (NQF) code.
601/8135/7
codes
The NQF code is known as a Qualification
Number (QN). This is the code that
features in the DfE Section 96 and on the
LARA as being eligible for 16–18 and
19+ funding, and is to be used for all
qualification funding purposes. The QN will
appear on students’ final certification
documentation.

Subject codes The subject code is used by centres to GCSE – 1GB0

enter students for a qualification. Centres
will need to use the entry codes only when
claiming students’ qualifications.

Paper codes These codes are provided for reference Paper 1: 1GB0/01
purposes. Students do not need to be
Paper 2: 1GB0/02
entered for individual components.
Paper 3: 1GB0/03

Sb271115Z:\LT\PD\GCSE 2016\xxx_GCSE2016_L12_GEOGRAPHY_B_ISSUE2.DOC.1–58/0

Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography B – Specification – 53

Issue 2 – November 2015 © Pearson Education Limited 2015
Edexcel, BTEC and LCCI qualifications

Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding
body offering academic and vocational qualifications that are globally recognised and
benchmarked. For further information, please visit our qualification websites at
www.edexcel.com, www.btec.co.uk or www.lcci.org.uk. Alternatively, you can get in touch
with us using the details on our contact us page at qualifications.pearson.com/contactus

About Pearson

Pearson is the world's leading learning company, with 40,000 employees in more than
70 countries working to help people of all ages to make measurable progress in their lives
through learning. We put the learner at the centre of everything we do, because wherever
learning flourishes, so do people. Find out more about how we can help you and your
learners at qualifications.pearson.com

This specification is Issue 2. Key changes are sidelined. We will inform centres of any
changes to this issue. The latest issue can be found on the Pearson website:
qualifications.pearson.com

References to third party material made in this specification are made in good faith. Pearson
does not endorse, approve or accept responsibility for the content of materials, which may
be subject to change, or any opinions expressed therein. (Material may include textbooks,
journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Original origami artwork: Mark Bolitho

Origami photography: Pearson Education Ltd/Naki Kouyioumtzis

ISBN 978 1 446 93167 7

All the material in this publication is copyright

© Pearson Education Limited 2015
For information about Edexcel, BTEC or LCCI qualifications
visit qualifications.pearson.com

Edexcel is a registered trademark of Pearson Education Limited

Pearson Education Limited. Registered in England and Wales No. 872828

Registered Office: 80 Strand, London WC2R 0RL
VAT Reg No GB 278 537121