National 5 Geography

Course code: C833 75

Course assessment code: X833 75

SCQF: level 5 (24 SCQF credit points)

Valid from: session 2017–18

The course specification provides detailed information about the course and course
assessment to ensure consistent and transparent assessment year on year. It describes the
structure of the course and the course assessment in terms of the skills, knowledge and
understanding that are assessed.

This document is for teachers and lecturers and contains all the mandatory information you
need to deliver the course.

This edition: July 2021, version 4.0

© Scottish Qualifications Authority 2012, 2019, 2021

Contents
Course overview 1
Course rationale 2
Purpose and aims 2
Who is this course for? 3
Course content 4
Skills, knowledge and understanding 5
Skills for learning, skills for life and skills for work 10
Course assessment 11
Course assessment structure: question paper 11
Course assessment structure: assignment 12
Grading 15
Equality and inclusion 16
Further information 17
Appendix: course support notes 18
Introduction 18
Developing skills, knowledge and understanding 18
Approaches to learning, teaching and assessment 19
Preparing for course assessment 44
Developing skills for learning, skills for life and skills for work 45
Course overview
The course consists of 24 SCQF credit points which includes time for preparation for course
assessment. The notional length of time for a candidate to complete the course is 160 hours.

The course assessment has two components.

Component Marks Duration

Component 1: question paper 80 2 hours and 20 minutes

Component 2: assignment 20 See course assessment section

Recommended entry Progression

Entry to this course is at the discretion of the  Higher Geography course

centre.  Higher Environmental Science course
 further study, employment or training
Candidates should have achieved the fourth
curriculum level, or the National 4 Geography
course, or the National 4 Environmental
Science course, or the National 4 History
course, or the National 4 Modern Studies
course, or equivalent qualifications and/or
experience prior to starting this course.

Conditions of award
The grade awarded is based on the total marks achieved across all course assessment
components.

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Course rationale
National Courses reflect Curriculum for Excellence values, purposes and principles. They
offer flexibility, provide more time for learning, more focus on skills and applying learning,
and scope for personalisation and choice.

Every course provides opportunities for candidates to develop breadth, challenge and
application. The focus and balance of assessment is tailored to each subject area.

The National 5 Geography course builds on the principles and practices for social studies
and for science. Candidates develop a framework of geographical knowledge and increase
their understanding of the environment, sustainability and the impact of global issues.

The course emphasises the development and application of skills. The emphasis on the
interpretation of sources, including maps, develops thinking skills. Candidates gain
experience in contributing to group work and also working on their own through taking part in
investigative and critical thinking activities. They also progressively develop their skills in
literacy and numeracy.

Through the study of geography, and the acquisition of techniques of geographical analysis,
candidates develop an understanding of aspects of the contemporary world. Their confidence
grows as they begin to understand more about their sense of identity and learn about
different countries and cultures. The course encourages them to reflect on the impact of the
environment on health and wellbeing.

The course encourages candidates to develop an open mind and respect for the values,
beliefs and cultures of others.

Purpose and aims

The study of geography introduces candidates to our changing world, its human interactions
and physical processes. Candidates develop the knowledge and skills to enable them to
contribute to their local communities and wider society. The study of geography fosters
positive life-long attitudes of environmental stewardship, sustainability and global citizenship.
Practical activities, including fieldwork, provide opportunities for candidates to interact with
their environment.

The contexts for study are local, national, international and global.

Candidates develop:

 a range of geographical skills and techniques

 detailed understanding of the ways in which people and the environment interact in
response to physical processes and human interactions at local, national, international
and global levels
 detailed understanding of spatial relationships and of the changing world in a balanced,
critical and sympathetic way
 a geographical perspective on environmental and social issues
 an interest in and concern for the environment, leading to sustainable development

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Transferable skills include:

 using and interpreting a range of geographical information

 interpreting and explaining geographical phenomena
 using a range of maps and other data to process and communicate geographical
information
 researching skills, including fieldwork

There may be an opportunity for candidates to develop an awareness of a limited range of

geographical information systems through ICT or alternative means.

Who is this course for?

The course is appropriate for a wide range of learners, but is primarily aimed at those in the
senior phase of the curriculum.

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Course content
There are three areas of study. Each area focuses on particular skills.

Physical environments
Candidates develop geographical skills and techniques in the context of physical
environments, together with a detailed knowledge and understanding of the processes and
interactions at work within physical environments. Key topics include: location of landscape
type, formation of key landscape features, land use management and sustainability, and
weather. Candidates study a selection of landscape types from contexts within Scotland
and/or the UK. Landscape types are chosen from: glaciated upland, upland limestone,
coastal landscapes, and rivers and their valleys. Personalisation and choice is possible
through the landscape types and areas chosen for study.

Human environments
Candidates develop geographical skills and techniques in the context of human
environments, together with a detailed knowledge and understanding of the interactions at
work within human environments. Candidates compare developed and developing countries
drawn from a global context. Key topics include: contrasts in development, world population
distribution and change, and issues in changing urban and rural landscapes.

Global issues
Candidates develop skills in using numerical information in the context of global issues,
together with a detailed knowledge and understanding of significant global geographical
issues. Key topics include: climate change, natural regions, environmental hazards, trade
and globalisation, tourism, and health. Personalisation and choice is possible through the
issues selected for study.

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Skills, knowledge and understanding
Skills, knowledge and understanding for the course
The following provides a broad overview of the subject skills, knowledge and understanding
developed in the course:

 developing and applying skills and detailed knowledge and understanding in geographical
contexts
 with guidance, researching and using information collected from a range of sources about
geographical issues which are mainly familiar
 using a range of mapping skills, including the use of Ordnance Survey maps
 using a range of research skills, including fieldwork skills
 using and interpreting a range of numerical and graphical information
 demonstrating knowledge and understanding of the physical environment of Scotland
and/or the United Kingdom by giving detailed descriptions which are mainly factual with
some theoretical content, and giving detailed explanations
 demonstrating knowledge and understanding of the human environment in a global
context by giving detailed descriptions which are mainly factual with some theoretical
content, and giving detailed explanations
 demonstrating knowledge and understanding of selected global issues by giving detailed
descriptions which are mainly factual with some theoretical content, and giving detailed
explanations

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Skills, knowledge and understanding for the course assessment
The following provides details of the mandatory skills, knowledge and understanding
sampled in the course assessment.

Component 1: question paper

The question paper will sample from the knowledge and understanding below. However, this
should not be seen as a guide to the format of the question paper, nor as a recommended
teaching order, or a guide to teaching and learning approaches.

Physical environments

Weather
Within the context of the United Kingdom:

 the effect of latitude, relief, aspect and distance from sea on local weather conditions
 the characteristics of the five main air masses affecting the UK
 the characteristics of weather associated with depressions and anticyclones

Landscape types
Within the context of two landscape types, selected from either:

 glaciated uplands and coastal landscapes OR

 upland limestone, and rivers and their valleys

The identification and formation of the following landscape features (from two landscape types):

 glaciated upland — corrie, truncated spur, pyramidal peak, arête, u-shaped valley
 coastal landscapes — cliffs, caves and arches, stacks, headlands and bays, spits and
sand bars
 upland limestone — limestone pavements, potholes/swallow holes, caverns, stalactites
and stalagmites, intermittent drainage
 rivers and their valleys — v-shaped valleys, waterfalls, meander, ox bow lake, levee

Land uses appropriate to the two landscape types studied should be chosen from:

 farming
 forestry
 industry
 recreation and tourism
 water storage and supply
 renewable energy

In the context of one landscape type studied:

 the conflicts which can arise between land uses within this landscape
 the solutions adopted to deal with the identified land use conflicts

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Human environments

In the context of developed and developing countries:

 use of social and economic indicators

 physical and human factors influencing global population distribution
 factors affecting birth and death rates

In the context of urban areas:

 characteristics of land-use zones in cities in the developed world

 recent developments in the CBD, inner city, rural/urban fringe in developed world cities
 recent developments which deal with issues in shanty towns in developing world cities

In the context of rural areas:

 changes in the rural landscape in developed countries related to modern developments

in farming such as: diversification, impact of new technology, organic farming, genetic
modification, current government policy
 changes in the rural landscape in developing countries related to modern developments
in farming such as: genetic modification, impact of new technology, biofuels

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Global issues

Candidates study two global issues from the following:

Climate change
 features of climate change
 causes — physical and human
 effects — local and global
 management strategies to minimise impact/effects

Natural regions
 tundra and equatorial tropical forest climates and their ecosystems
 use and misuse of these environments by people
 effects of land degradation on people and the environment
 management strategies to minimise impact/effects

Environmental hazards
 the main features of earthquakes, volcanoes and tropical storms
 causes of each hazard
 impact of each hazard on people and the landscape
 management — methods of prediction and planning, and strategies adopted in response
to environmental hazards

Trade and globalisation

 world trade patterns
 causes of inequalities in trade
 impact of world trade patterns on people and the environment
 strategies to reduce inequalities — trade alliances, fair trade, sustainable practices

Tourism
 mass tourism and eco-tourism
 causes of/reasons for mass tourism and eco-tourism
 impact of mass tourism and eco-tourism on people and the environment
 strategies adopted to manage tourism

Health
 distribution of a range of world diseases
 causes, effects and strategies adopted to manage:
— HIV/AIDS in developed and developing countries
— one disease prevalent in a developed country (choose from: heart disease, cancer,
asthma)
— one disease prevalent in a developing country (choose from: malaria, cholera,
kwashiorkor, pneumonia)

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Geographical skills

The following skills are assessed in contexts drawn from across the course:

Mapping skills related to Ordnance Survey maps:

 grid references (4/6 figure)

 identifying and locating physical and human features and patterns
 measuring distance using scale
 interpreting relief and contour patterns
 using maps in association with photographs, field sketches, cross sections/transects

Extracting, interpreting and presenting numerical and graphical information which

may be:

 graphs
 tables
 diagrams
 maps

Component 2: assignment
Candidates have an open choice of geographical topic or issue.

Geographical skills

Research skills including fieldwork skills:

 gathering
 processing
 interpreting

Skills, knowledge and understanding included in the course are appropriate to the SCQF
level of the course. The SCQF level descriptors give further information on characteristics
and expected performance at each SCQF level (www.scqf.org.uk).

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Skills for learning, skills for life and skills for work
This course helps candidates to develop broad, generic skills. These skills are based on
SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and draw from
the following main skills areas:

1 Literacy
1.1 Reading

2 Numeracy
2.3 Information handling

4 Employability, enterprise and citizenship

4.6 Citizenship

5 Thinking skills
5.3 Applying
5.4 Analysing and evaluating

These skills must be built into the course where there are appropriate opportunities and the
level should be appropriate to the level of the course.

Further information on building in skills for learning, skills for life and skills for work is given in
the course support notes.

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Course assessment
Course assessment is based on the information provided in this document.

The course assessment meets the key purposes and aims of the course by addressing:

 breadth — drawing on knowledge and skills from across the course

 challenge — requiring greater depth or extension of knowledge and/or skills
 application — requiring application of knowledge and/or skills in practical or theoretical
contexts as appropriate

This enables candidates to:

 draw on and apply the skills, knowledge and understanding acquired during the course,
assessed in the question paper and the assignment
 demonstrate breadth of skills, knowledge and understanding from across the course,
assessed in the question paper
 demonstrate challenge and application related to an appropriate geographical topic or
issue, assessed in the assignment

Course assessment structure: question paper

Component 1: question paper 80 marks
The question paper allows candidates to demonstrate application of the following skills and
breadth of knowledge and understanding from across the course:

 using a limited range of mapping skills

 using a limited range of numerical and graphical information
 giving detailed descriptions and explanations with some interpretation

The question paper has 80 marks out of a total of 100 marks. The question paper is therefore
worth 80% of the overall marks for the course assessment.

The question paper has three sections:

 Section 1: physical environments (30 marks) — candidates have a choice of question on

landscape type; they must answer all other questions
 Section 2: human environments (30 marks) — candidates answer all questions
 Section 3: global issues (20 marks) — candidates answer two from six options. The
options are: climate change, natural regions, environmental hazards, trade and
globalisation, tourism, and health. There is parity of demand between the options.

All sections comprise restricted/extended-response questions requiring candidates to draw

on the knowledge and understanding and skills described in ‘Skills, knowledge and
understanding for the course assessment’.

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There is differentiation within each question.

The question paper has a greater emphasis on the assessment of knowledge and
understanding than the assignment. The other marks are awarded for demonstration of skills.

Setting, conducting and marking the question paper

The question paper is set and marked by SQA and conducted in centres under conditions
specified for external examinations by SQA. Candidates complete this in 2 hours and 20
minutes.

Specimen question papers for National 5 courses are published on SQA’s website. These
illustrate the standard, structure and requirements of the question papers candidates sit. The
specimen papers also include marking instructions.

Course assessment structure: assignment

Component 2: assignment 20 marks
The assignment allows candidates to demonstrate the following skills, knowledge and
understanding within the context of a geographical topic or issue:

 choosing, with minimum support, an appropriate geographical topic or issue

 collecting information from a limited range of sources of information
 processing the information gathered, using geographical skills/techniques
 drawing on knowledge and understanding to explain and analyse key features of the
topic or issue
 reaching a well-supported conclusion, supported by evidence, about the topic or issue
studied

The assignment has 20 marks out of a total of 100 marks. The assignment is therefore worth
20% of the overall marks for the course assessment.

Candidates use specified resources during the production of evidence stage. A structured
template is available for the production of evidence; use of the template is not mandatory.

The assignment has a greater emphasis on the assessment of skills than the question paper.

Setting, conducting and marking the assignment

The assignment has two stages:

 researching
 production of evidence

SQA provides a brief for the generation of evidence to be assessed. Candidates have an
open choice of geographical topic or issue. They research the topic/issue and organise and
process their findings to address it, using the specified resources (Processed Information)
collected during their research to support them in the production of evidence.

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Teachers/lecturers should provide reasonable guidance on the types of topic or issue which
enable candidates to meet all the requirements of the assignment. They may also guide
candidates as to the likely availability and accessibility of resources for their chosen topic
or issue.

Candidates undertake the research stage at any appropriate point in the course, normally
when they have developed the necessary skills, knowledge and understanding. Candidates
should undertake the production of evidence stage in time to meet the submission date set
by SQA.

Assessment conditions
Time
The research stage is designed to be capable of completion over a notional period of
8 hours. The production of evidence stage must be completed within 1 hour and in
one sitting.

Supervision, control and authentication

The research stage is conducted under some supervision and control. This means that,
although candidates may complete part of the work outwith the learning and teaching setting,
teachers/lecturers should put in place processes for monitoring progress and ensuring that
the work is the candidate’s own and that plagiarism has not taken place. For example:

 interim progress meetings with candidates

 questioning
 candidate’s record of activity/progress
 teacher/lecturer observation

Group work approaches are acceptable as part of the research stage. However, there must
be clear evidence for each candidate to show that they have met the evidence requirements.

The production of evidence stage is conducted under a high degree of supervision and
control and should be carried out:

 independently by the candidate

 within 1 hour
 in one sitting
 with the use of the two single-sided A4 Processed Information sheets or one single-sided
sheet of A3 only
 in time to meet a submission date set by SQA
 when the candidate is ready

If the production of evidence is word-processed, centres must ensure that candidates do not
have access to the internet or any other files (either on hard drives or portable storage).

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During the period of the assessment, candidates must:

 be in direct sight of the teacher/lecturer (or other responsible person)

 not communicate with each other
 have access only to the Processed Information sheet (two single-sided A4 Processed
Information sheets or one single-sided A3 Processed Information sheet)
 not receive any assistance from the teacher/lecturer

Evidence is submitted to SQA for external marking. All marking is quality assured by SQA.

Resources
During the researching stage there are no restrictions on the resources to which candidates
may have access.

During the final production of evidence stage, candidates should have access only to the
Processed Information sheet. This comprises material collected and processed during the
research stage on up to two single-sided sheets of A4 or one single-sided sheet of A3.

Reasonable assistance
Candidates must undertake the assessment independently. However, reasonable assistance
may be provided at the research stage and prior to the production of evidence taking place.
The term ‘reasonable assistance’ is used to try to balance the need for support with the need
to avoid giving too much assistance. If a candidate requires more than what is deemed to be
‘reasonable assistance’, they may not be ready for assessment or it may be that they have
been entered for the wrong level of qualification.

Reasonable assistance may be given on a generic basis to a class or group of candidates,

eg advice on how to develop a project plan. It may also be given to candidates on an
individual basis.

When reasonable assistance is given on a one-to-one basis in the context of something the
candidate has already produced or demonstrated, there is a danger that it becomes support
for assessment. Teachers/lecturers must be aware that this should not go beyond
reasonable assistance.

In the researching stage, reasonable assistance may include:

 directing candidates to the instructions for candidates

 clarifying instructions/requirements of the task
 advising candidates on the choice of a topic or issue
 advising them on possible sources of information
 arranging visits, including fieldwork, to enable gathering of evidence
 interim progress checks

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In preparing for the production of evidence stage, reasonable assistance may include:

 advising candidates of the nature and volume of specified resources which may be used
to support the production of evidence

At any stage, reasonable assistance does not include:

 providing the topic or issue

 directing candidate to specific resources to be used
 providing model answers
 providing detailed feedback on drafts, including marking

Evidence to be gathered
The following evidence is required for this assessment:

 Processed Information (two single-sided sheets of A4 or one single-sided sheet of A3)

 candidate evidence produced under a high degree of supervision

If a candidate does not submit Processed Information, a penalty of 4 marks out of the total 20
marks is applied.

Volume
There is no word count.

Grading
A candidate’s overall grade is determined by their performance across the course
assessment. The course assessment is graded A–D on the basis of the total mark for all
course assessment components.

Grade description for C

For the award of grade C, candidates will typically have demonstrated successful
performance in relation to the skills, knowledge and understanding for the course.

Grade description for A

For the award of grade A, candidates will typically have demonstrated a consistently high
level of performance in relation to the skills, knowledge and understanding for the course.

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Equality and inclusion
This course is designed to be as fair and as accessible as possible with no unnecessary
barriers to learning or assessment.

For guidance on assessment arrangements for disabled candidates and/or those with
additional support needs, please follow the link to the assessment arrangements web page:
www.sqa.org.uk/assessmentarrangements

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Further information
The following reference documents provide useful information and background.

 National 5 Geography subject page

 Assessment arrangements web page
 Building the Curriculum 3–5
 Design Principles for National Courses
 Guide to Assessment
 SCQF Framework and SCQF level descriptors
 SCQF Handbook
 SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work
 Coursework Authenticity: A Guide for Teachers and Lecturers
 Educational Research Reports
 SQA Guidelines on e-assessment for Schools
 SQA e-assessment web page

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Appendix: course support notes
Introduction
These support notes are not mandatory. They provide advice and guidance to teachers and
lecturers on approaches to delivering the course. They should be read in conjunction with
this course specification and the specimen question paper and/or coursework.

Developing skills, knowledge and understanding

This section provides further advice and guidance about skills, knowledge and understanding
that could be included in the course. Teachers and lecturers should refer to this course
specification for the skills, knowledge and understanding for the course assessment. Course
planners have considerable flexibility to select coherent contexts which will stimulate and
challenge their candidates, offering both breadth and depth.

The course is intended to develop all the skills outlined in this course specification. Where
possible, the skills should be developed and practised across all sections. Skills may be
assessed in any part of the question paper and in the geography assignment.

The following skills can be taught in any section of the course:

 mapping skills, including the use of Ordnance Survey maps

 research skills, including fieldwork
 use of numerical and graphical information

It would be beneficial to develop numerical and graphical information skills in a topic or

issue from within both the human environments and global issues sections. For example,
in the human environments section, using numerical and graphical information to compare
indicators from developed and developing countries, and in the global issues section, to
compare the impact of an earthquake on the surrounding area. Likewise, mapping
skills should be developed within both the human environments and physical
environments sections.

In the physical environments section, the understanding of weather systems in the UK

enhances understanding of global issues such as climate change. Likewise, understanding
of global issues such as development and health may be enhanced by studying human
environment issues such as population.

Learning about Scotland and Scottish culture enriches candidates’ learning experiences and
helps develop skills for learning, life and work. Where there are opportunities to contextualise
approaches to learning and teaching to Scottish contexts, teachers and lecturers should
do this.

Group work approaches can be used within the sections of the course where it is helpful to
simulate real-life situations, share tasks and promote team-working skills.

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Approaches to learning, teaching and assessment
The National 5 Geography course is a study of the interaction of physical and human
processes on geographical topics and issues. There are opportunities throughout the
course to reinforce and deepen learning by making links between aspects of knowledge
and understanding across sections, depending on the particular topics, issues and
contexts studied.

There is no recommended teaching order for this course. However, candidates should have
the opportunity to study a range of topics before they choose a geographical topic or issue
for their assignment. The development of skills should be a part of teaching and learning
from the outset to help candidates progressively build up their skills throughout the course.

Candidates learn best when they:

 understand clearly what they are trying to learn, and what is expected of them
 are given feedback about the quality of their work, and what they can do to make it better
 are given advice about how to make improvements and are fully involved in deciding
what needs to be done next
 know who can help them if they need it

Teachers and lecturers should:

 encourage and support independent learning

 help candidates understand the requirements of the course by sharing
learning/assessment criteria
 deliver effective feedback
 encourage candidates to set their own learning objectives
 encourage candidates to assess the extent of their existing knowledge
 encourage self- and peer-evaluation
 question effectively using higher order questioning when appropriate

The use of assessment for formative purposes can help raise attainment by:

 giving feedback
 detailing progress
 identifying candidates’ strengths and areas for development

The National 5 Geography course has three areas of study:

 Geography: physical environments

 Geography: human environments
 Geography: global issues

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Geography: physical environments
This section provides suggestions and examples of how learning and teaching can be
approached in the physical environments section.

Personalisation, choice and inclusion

Four landscape types are identified, two of which should be chosen for learning and
teaching. This allows for a degree of personalisation and choice. Centres should select
from either glaciated uplands and coastal landscapes, or upland limestone, and rivers and
their valleys.

The United Kingdom focus further promotes choice through the case study areas used.
Personalisation and choice are key components of this course. Enjoyment and enthusiasm
for the subject may be increased by giving candidates the freedom to choose landscape
types and/or case study areas. By using learning and teaching techniques, such as
co-operative learning, there is the potential for a single class to investigate different
landscape types independently, then to engage in peer-learning.

Considerations for teaching and learning

This section gives some topics that might be considered when planning the delivery of the
physical environments section:

 choosing the landscape types

 inclusion of basic Earth science
 the case for fieldwork
 identification of resources and relevant organisations

Choosing the landscape types

Centres should consider how best to identify the two landscape types to be studied:

 glaciated uplands
 coastal landscapes
 upland limestone
 rivers and their valleys

For the purposes of the question paper, in the National 5 course specification, the landscape
types are grouped into two pairs. Centres should select two landscape types, from either:

 glaciated uplands and coastal landscapes

or
 upland limestone, and rivers and their valleys

With careful planning it may be possible to study more than two landscape types within a
class, for example by incorporating the study of an additional landscape type into the
assignment. This approach could increase personalisation and choice as well as candidates’
levels of enjoyment.

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Inclusion of basic Earth science
Candidates’ understanding of landscape types are enhanced through an understanding of
Earth science at an appropriate level.

 Glaciated uplands requires candidates to understand:

— past climate change of glacial and interglacial periods
— landscape weathering (such as freeze-thaw weathering)
 Coastal landscapes requires candidates to understand:
— role of rock type (and hardness) on creation of landforms
— role of geological strata controlling cliff shape and form
 Upland limestone requires candidates to understand:
— rock classification (what is a sedimentary rock?)
— formation of carboniferous limestone in shallow tropical seas
— role of glacial erosion in exposing limestone to weathering
— landscape weathering (such as freeze-thaw weathering)
 Rivers and their valleys requires candidates to understand:
— how different rock types erode
— role of relative rock hardness in landform formation

Although these topics may at first appear challenging, the core concepts are embedded in
much of the Earth science teaching currently delivered in upper primary and lower
secondary.

Inclusion of aspects of Earth science also supports holistic learning when the topics for the
global issues section are considered. If teachers and lecturers are considering the delivery of
the climate change or environmental hazards topics in particular, then coverage of basic
Earth science will be both worthwhile and complementary.

The case for fieldwork

Fieldwork should be seen as a key element of geographical learning. It can be used to
reinforce map skills, build independent research skills and expand candidates’ understanding
of landscapes and weather in the United Kingdom.

Fieldwork should be seen within the context of outdoor learning (OL). Teachers and lecturers
might consider fieldwork at a range of levels; from the immediate school grounds which can
be accessible within the normal teaching timetable, to local day trips and residential
opportunities within Scotland and the United Kingdom.

Fieldwork opportunities, at any level, are a powerful way of building the four capacities into
the curriculum. The Education Scotland Outdoor Learning resources are an excellent starting
place to explore generic issues of learning and teaching outdoors. Most local authorities also
have a nominated OL contact who can give local advice or suggestions.

The case for fieldwork is even greater at National 5 for candidates who plan to progress to
the Higher and Advanced Higher Geography courses. Skills and experiences of gathering

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quality data safely, at an early stage in a geographer’s education, gives them the best
possible chance of progressing in the subject.

Suggested resources and organisations

This section provides details of organisations and sources of information which teachers and
lecturers may find useful to update and invigorate learning, teaching and assessment across
National 5 Geography and beyond.

UK national parks
Examples include:

 Cairngorm National Park

 Loch Lomond and The Trossachs National Park
 Yorkshire Dales National Park

Both Scottish national parks have worked closely with the National Nature Reserves and
Education Scotland to produce resources for Scottish schools.

For upland limestone landscapes, teachers and lecturers may find the Yorkshire Dales
National Park Authority particularly useful.

Geoparks
Geoparks are territories with exceptional Earth heritage that use it to promote sustainable
development. There are currently two in Scotland and others in England, Wales and
Northern Ireland:

 Northwest Highlands Geopark

 Geopark Shetland
 The European Geopark Network

Other organisations which can reinforce geography learning

There are many organisations outwith schools and colleges which are keen to help in the
delivery of education. The physical environments section gives ideal opportunities to engage
with outside organisations which support the curriculum. In some cases these organisations
may also be interested in visiting schools and colleges.

This list suggests some of the organisations which may be able to offer a real-life perspective
on issues of land use, conflict and management:

 Royal Society for the Protection of Birds — charity and major Scottish landowner
 Scottish Natural Heritage — government body responsible for many rural issues
 John Muir Trust — charity and landowner
 BP — global energy company with a range of educational materials

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Other possible sources of information to support learning are:

 Education Scotland: Outdoor Learning

 Thinking through Geography (for thinking skills activities)
 British Geological Survey
 Geological Society — rock cycle education materials
 Geobus — St Andrews University outreach project

The above lists are not exhaustive. Local agencies are often the most appropriate.

Geography: human environments

This section provides suggestions and examples of how learning and teaching can be
approached in the human environments section.

Candidates and teachers and lecturers can choose from a wide variety of case studies of
developed and developing countries. Many opportunities exist for centres to engage
candidates in fieldwork relevant to the course. Opportunities may exist for fieldwork in the
local area or as part of an educational visit.

There are many different ways of delivering the human environments section and centres
should structure their delivery in a manner appropriate to their local needs.

Personalisation, choice and inclusion

Personalisation and choice are key components of this course. By giving candidates the
freedom to choose case study areas, their enjoyment and enthusiasm for the subject can be
maximised. By using learning and teaching techniques, such as co-operative learning, there
is the potential for a single class to investigate different case studies independently, then to
engage in peer-learning. This style of approach would also support meaningful assessment
of candidates’ knowledge and understanding as well as embracing the four capacities.

Considerations for teaching and learning

This section considers some factors which may be relevant when planning the delivery of the
human environments section.

Choosing case studies

Teachers and lecturers should consider how best to identify case study areas, for example
choosing a developing world city in which to study issues related to shanty towns. Teachers
and lecturers should focus on case studies which are interesting for candidates at National 5
level and for which there are resources available.

Fieldwork
Fieldwork should be seen as a key element of geographical learning. It can be used to
reinforce map skills, build independent research skills, and expand candidates’
understanding of geographical environments.

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The urban geography part of the human environments section provides good opportunities
for fieldwork which may be accessible and logistically straightforward. Sphere of influence
studies, comparisons of urban zones and the use of urban transects, for example, might help
not only to reinforce the skills and knowledge required at National 5, but also give the
opportunity for data to be gathered for use in the assignment.

Suggested resources and organisations

The list below suggests some of the organisations/contacts which may be able to offer a real-
life perspective on issues of human development; population distribution and change; land
use and change in urban areas; and explanations of land use and change in rural areas. In
some cases these organisations may also be interested in visiting centres:

 British Red Cross

 National Geographic
 BBC Learning Scotland
 Oxfam UK
 Education Scotland: Outdoor Learning
 UK Census Bureau/Scotland’s Census Online
 Traidcraft
 Fairtrade Foundation
 Practical Action

Personal investigation and research

Candidates may also use personal fieldwork to investigate a particular topic, such as
changing land use in the local area. Opportunities exist for co-operative learning with each
member of the group assigned a particular task in the investigation.

Audio/visual presentations
There are many clips available online to illustrate key points of the course, especially when
studying issues in developing countries. Opportunities exist for co-operative learning while
watching audio/visual presentations as each group may be assigned to note-taking for a
particular presentation. This could take the form of a ‘research carousel’, with several groups
watching various presentations, before sharing their findings. This form of research would
allow for more than one case study to be investigated by a class and would be a good
co-operative activity.

Case study examples

 Transforming industrial heartland — Liverpool and Randstad:
— This video programme features two case studies in Europe: Liverpool: A Tale of Two
Cities and Randstad: Preserving the Green Heart. The city of Liverpool in England
and the metropolitan region of the Randstad in the Netherlands are tied together by
the common themes of modernisation, transportation and trade, as well as quality of
life issues.

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 Urban and rural contrasts — Delhi and Dikhatpura:
— This video programme features two case studies on India in the region of South Asia:
Delhi: Bursting at the Seams and Dikhatpura: Help Through Irrigation.
 Recording pedestrian flow using mobile phones and Google Earth:
— Candidates can use grid references to locate pre-determined points in an urban area.
They then record pedestrian flows, and use their mobile phones to text their data
back to a central location. The data is used to plot flows on Google Earth, or free
online geographic information systems can be used to create 3D field maps. This is
another excellent opportunity for co-operative learning. The website, Geography
Teaching Today, provides extensive guidelines.

Demonstrations of practical tasks

Candidates benefit from practising and frequently using geographical techniques such as
map reading.

In the human environments section, candidates should be able to interpret, collect and
display information from maps and a variety of other sources, such as constructing and
processing population pyramids.

Use of information and communication technology (ICT)

 There are many useful websites for candidates and educators to use, eg BBC Scotland
Learning allows candidates to study at their own pace.
 Interactive map programmes are available which allow candidates to explore human
environments from the classroom, eg Google Earth.
 Websites are excellent for the investigation of differences and similarities in basic human
development issues between developed and developing countries, eg BBC Education,
Cyber School Bus, GCSE Bitesize, World Bank, Scotland’s Census.

Thinking skills
There are many online resources with tried and tested methods of encouraging thinking skills
in geography. The following groups provide relevant mysteries activities for human
environments: Staffordshire Teachers of Geography and Geography Teaching Today.

Mysteries allow candidates to focus on a particular question or scenario, with relevant and
irrelevant information provided for them to decide on an answer or course of action. For
example, in the human environments section, candidates may be given cards with facts
about population distribution in a developing country and asked to explain the population
distribution in that country. Some cards will have reasons explaining the distribution, others
will have irrelevant facts. Candidates need to work out which are valuable to them. This
allows them an opportunity to develop their skills of reasoning and evaluating.

Living graphs give candidates the opportunity to create theoretical graphs, annotated with
real-life information. For example, a population pyramid of a developed and a developing
country may be created. Comment cards with facts such as ‘grandparents are rare’ will then
be given to each candidate, pair or group. Candidates will then have to decide where to
place their comments and on which pyramid, before justifying their choice. This provides
opportunity for co-operative learning.

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Geography: global issues
This section provides opportunities for candidates to use numerical and graphical information
in the context of a global geographical issue, and draw on this knowledge and understanding
to give detailed explanations about two global issues, selected from the following topics:

 climate change
 natural regions
 environmental hazards
 trade and globalisation
 tourism
 health

The choice of issues is at the discretion of the centre. Candidates should have the
opportunity to examine a range of sources related to the issue. These might include maps,
diagrams, graphs, charts and statistical information, eg a table to show the percentage of
deforestation over a given time frame; a map to show hurricane tracks in the North Atlantic;
or a line graph to show tourist numbers in Greece.

Candidates may be expected to extract information from these sources and describe what
they show. They should also feel confident displaying detailed information using numerical
and graphical forms of presentation.

Candidates should outline the features of the two selected issues, briefly explaining the
causes and effects on people and the environment.

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Climate change
Topic being studied Objectives Guidance

Identifying how the global climate has Candidates examine evidence to A range of temporal evidence could be examined including:
changed since the last ice age and why identify how the climate has changed
this is an issue. in the last 10,000 years.  ice core analysis to show longer-term change (thousands of
years)
 historical records, retreating glaciers and tree ring analysis to
show more medium-term change (hundreds of years);
 more recent evidence (decades) to show changes in climate
data, ice extent, and alterations to biodiversity

Candidates identify the evidence to Through the interpretation of straightforward numerical and
show that climate change is not a new graphical information, candidates should describe, in detail, the
phenomenon. main features of climate change.

Identifying the causes of global climate Candidates give detailed explanations Causes of long-term climate change should be explored in detail,
change. of the causes of climate change including the variations in the Earth’s orbit, solar output and
across a variety of scales from longer- volcanic emissions.
to shorter-term change.
Causes of short-term climate change should be explored in detail,
looking at enhanced greenhouse gas emissions and the role
increased human activity plays in this.

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Climate change
Topic being studied Objectives Guidance

Understanding the potential Candidates could investigate Examples of internet search results and useful resources:
consequences of the effects of global evidence obtained from an internet
climate change on people and the search about the potential effects of  rising sea levels in coastal margins in developing nations like
environment in contrasting locations. climate change on people and the Bangladesh, Philippines, Florida Keys, and the Great Barrier
environment in different parts of the Reef, and the impact this could have on the economy and the
world to: environment
Useful resource: Climate Change and Water in Bangladesh:
 give detailed explanations information brief — IUCN
 reach a conclusion(s)  by 2050, the UK can expect heatwaves every other year
Useful resource: Effects of climate change — Met Office
 there may be an increase in waterborne diseases, poor air
quality, and diseases transmitted by insects and rodents
Useful resource: Climate change impacts — National Oceanic
and Atmospheric Administration
 longer growing seasons in more northerly latitudes, for
example, by 8 weeks in Western USA
Useful resource: Global Climate Change: Vital Signs of the
Planet — Facts, Effects — NASA
 rising death toll and increased risk of wildfires due to
heatwaves in North America
Useful resource: Deaths surge in U.S. and Canada from worst
heatwave on record
 increase in extreme weather events like tropical storms
generating unprecedented economic and environmental
losses, for example, in the Caribbean
Useful resource: Impacts of Climate Change on Extreme

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Climate change
Topic being studied Objectives Guidance

Events in the Coastal and Marine Environments of Caribbean

Small Island Developing States (SIDS) — CME (publishing.
service.gov.uk)
 opening up of Arctic Sea trade routes due to ice melt
Useful resource: Future of the Sea: Implications from Opening
Arctic Sea Routes

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Climate change
Topic being studied Objectives Guidance

Understanding what can be done to Candidates offer detailed explanations Candidates should understand what can be done on a local level
respond to the threat of global climate of the strategies that could be used in and by individuals, ie household recycling/reducing food miles,
change. responding to and reducing the effects and getting involved in local initiatives like cycle to school.
of climate change.
On a national level, they could show an appreciation of
government initiatives like increased road tax on ‘gas guzzlers’
and incentives for low-emission vehicles and carbon-neutral
homes.

Candidates appreciate that there On an international level, they could show an understanding of
needs to be a global strategy in order global climate change agreements such as the Paris Climate
to tackle the effects of climate change. Change Treaty (2015).

Identifying and selecting straightforward Candidates use numerical and Candidates could produce a written report for the United Nations
numerical and graphical information that graphical information to show that explains in detail the threats posed by climate change.
can be used to show the challenges understanding of the causes, effects
created by climate change as a global and strategies involved in managing
issue facing the world in the 21st climate change.
century.

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Natural regions
Topic being studied Objectives Guidance
Identifying the human induced pressures Candidates examine evidence to The theories of Malthus and Boserup could be introduced to
facing planet Earth in the 21st century. extract basic information to identify highlight the ongoing debate regarding resources use.
examples of different types of
environmental pressures people are Candidates begin to identify the relationship between increased
putting on the planet. levels of human use and the direct consequence of abuse
experienced by the natural environment.

Candidates show that as the global Candidates identify the evidence to show that human
population continues to grow, the consumption of natural resources (water, electricity, food
global search to satisfy the growing production) continues to increase, and through the interpretation
demands generated by people of basic numerical and graphical information (socio-economic
continues. data to show increased GDP, energy use, calorie consumption,
internet use, car ownership) outline the main features of this
global issue.

Understanding why people have put Candidates give brief explanations of Candidates should outline briefly the reasons why people now
increased pressure on the Earth. the causes for the increase in the over-consume, such as:
demand of natural resources.
 increases in population
 increased disposable income
 access to technology
 improved wealth/health/wellbeing
 social change
 increased expectations

Candidates examine the issue at Candidates should outline briefly the effect that emerging
contrasting levels in the developed economies have on increasing resource consumption, as is the
and developing world to show that the case in China.

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Natural regions
Topic being studied Objectives Guidance
issue is a global one and not confined
to the developed world.

Understanding the consequences of Candidates give brief descriptions and Candidates could explore the following consequences in more
changing uses of the Earth’s resources. explanations of the effects that detail to exemplify the potential effects and impacts of increased
increased human activity can have on human activity on the natural environment:
the natural environment in contrasting
locations.  the disappearance of the Aral Sea
 water shortages in Jordan/UAE
 water pollution in the Pacific
 deforestation in Sumatra
 the human-induced famine in East Africa

Identifying how environmental pressures Candidates offer brief descriptions Candidates should understand what can be done on a local level
can be managed responsibly to reduce and explanations of the strategies that and by individuals to reduce human resource abuse, for example:
their impact on the planet. could be used in responding to and
reducing the effects of human-induced  recycling
impacts on the natural environment.  monitoring carbon use through calculating carbon footprints
 off-setting carbon
 using water monitors in the home
 being aware of food miles

On a national level candidates should have an appreciation of

government and local authority initiatives, for example:

 increased road tax on ‘gas guzzlers’

 incentives for low-emission vehicles

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Natural regions
Topic being studied Objectives Guidance
 incentives for carbon-neutral homes
 the use of renewable energies
 incentives for off-setting carbon emissions
 reduced waste collection to encourage recycling

Identifying, selecting and interpreting Candidates select at least one piece Candidates could deliver a presentation on behalf of the
straightforward numerical and graphical of numerical information and one government that briefly outlines the threats faced by continued
information that can be used to show the piece of graphical information that has human consumption, using selected evidence.
challenges created by increasing human been produced/reproduced and
activity as a global issue facing the world presented to show candidates’
in the 21st century. understanding of the causes, effects
and strategies involved in managing
the impact of human activity on the
natural environment.

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Environmental hazards
Topic being studied Objectives Guidance
Identifying environmental hazards and Candidates study examples of Candidates could be introduced to geomorphological and
why they are a global issue. different types of environmental meteorological hazards:
hazards and where in the world they
happen.  Geomorphological:
— earthquakes
— volcanoes
— landslides

 Meteorological:
— floods
— tropical storms
— forest fires
— droughts

Candidates should know the Using straightforward maps, candidates could identify locations
difference between a natural hazard where hazards occur and explore the idea that increased global
and a natural disaster and population is putting more people at risk from them. Candidates
subsequently their relationships with could also find out if there is a relationship between natural
people. hazards and a country's level of development.

Understanding what the causes of Candidates appreciate that Candidates could give detailed explanations of the causes of
environmental hazards are and why that environmental hazards affect people environmental hazards in developed and developing countries.
makes them a global issue. in different ways and happen at For each named event, candidates could explain, in detail, the
contrasting locations. natural causes of the environmental hazard and, where
appropriate, investigate how human activity might contribute to
these causes.

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Environmental hazards
Topic being studied Objectives Guidance
They should understand the concept
of hazards as a risk and know that the
greater the exposure to risk (how
vulnerable they are and how this level
of vulnerability will affect their capacity
to cope), the more likely people are to
experience an environmental hazard.

Understanding why people live in areas Candidates give detailed explanations Candidates should be able to distinguish between immediate and
at risk from natural hazards and what the of the effects a named environmental longer-term effects and give examples of these in their
risks are. hazard can have on people, the explanations.
economy and the environment in
contrasting locations.

Candidates should be aware that the It is also important that candidates can identify the effects that are
different levels of vulnerability of direct consequence to people, ie loss of life, injury and
between those in the developed and homelessness; economic consequences, ie job losses,
developing world can influence the destruction of business and implications for trade; as well as
extent of these effects, ie the more environmental consequences, ie habitat loss and destruction.
developed world generally
experiences greater economic losses,
while the developing world generally
experiences a higher death toll.

Understanding what can be done to Candidates give detailed explanations Candidates should consider what can be done by individuals to
manage the effects of environmental of the strategies used in hazard manage the risk of experiencing an environmental hazard as well
hazards. management. They should be as what can be done on a national level.
provided with opportunities to explore
the difference between prevention and

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Environmental hazards
Topic being studied Objectives Guidance
mitigation of natural hazards.

For a named environmental hazard Many of the strategies given will be as a result of an event that
event candidates should feel confident has taken place, however candidates should also be given an
giving straightforward strategies used opportunity to consider what can be done to increase a country’s
to help manage or prevent the capacity to cope with these events in the future.
environmental hazard.

Using numerical and graphical Candidates use graphical information Candidates could present a news report on the events of an
information to show the challenges to show their understanding of the environmental hazard that explains in detail the threats faced by
created by environmental hazards as a causes, effects and strategies named environmental hazards.
global issue facing the world in the 21st involved in managing named
century. examples of natural hazards.

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Trade and globalisation
Topic being studied Objectives Guidance
Understanding why globalisation is Candidates learn about the concept of Candidates should begin to identify trends in the global patterns of
relevant to life in the 21st century and the globalisation. trade and an example of a transnational corporation could be
issues associated with this concept. introduced to help exemplify the increased level of
interdependence between the developed and developing world.

Candidates would be expected to For example, a telecommunications company that shows the
show an awareness of their role as developments in ICT which promote the development of localised
global citizens and the increased way industrial regions with global connections could be considered.
in which they rely on a global network
to facilitate food, fashion and ICT in
the 21st century.

Explaining the changes that are taking Candidates appreciate that global Candidates should consider the decline in the primary and
place to global economies. economies are changing. They should secondary sector in the UK that led to deindustrialisation and the
be able to give detailed explanations reasons for this, including resource depletion, competition from
of the causes of these changes and cheap imports, mechanisation and social change.
their relative importance to developed
and developing countries. Equal time should be given to the growth of emerging economies
in developing nations and the catalysts for growth, access to raw
materials, cheap and readily available labour, and tax incentives.

The Clarke-Fisher model could be used to show changing

employment in countries at different levels.

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Trade and globalisation
Topic being studied Objectives Guidance
Understanding who the winners and Candidates give detailed explanations Candidates could examine in detail the growth of an emerging
losers are when new economies emerge. of the effects which changing global economy, perhaps in South-East Asia. They should learn about
economies can have on people, the the advantages and disadvantages of this growth for the
economy and the environment in economy, people employed in the industry and wider community,
contrasting locations. and surrounding natural environment.

Equal consideration should be given to the advantages (reduced

unemployment, increased gross domestic product, global
awareness) and the disadvantages (unfair trade, over reliance on
developed nations).

Candidates should also give consideration to the effects caused

by industrial decline in developed nations.

Explaining why strategies can be Candidates should offer detailed Candidates should consider the promotion of growth, fair trade
adopted to promote fair trade. explanations of strategies that could and co-operatives in ensuring emerging economies, those
be used to manage the economic, employed in them, and the surrounding environments are
social and environmental impacts of protected.
changes to the economy.

Using straightforward numerical and Candidates use numerical and Candidates could present a report on the events of economic
graphical information to show the graphical information to show their change that explains the issues surrounding changing patterns of
challenges created by globalisation and understanding of a global issue, its trade and globalisation.
trade as a global issue facing the world in causes, effects and the strategies
the 21st century. involved in changing economies in
developed and developing countries.

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Tourism
Topic being studied Objectives Guidance
Describing the patterns which have led to Candidates examine evidence to Candidates should begin to identify trends in the global factors
the growth in tourism and explaining how extract straightforward information to that influence tourism, eg increased leisure time, higher
this has resulted in tourism becoming a identify examples of different types of disposable income, relaxed European Union borders, global
global issue. tourism and where in the world they recession/rates of inflation, and budget airlines versus fuel price
happen such as long haul, city break, increases.
extreme/adventure, mass tourism and
eco-tourism. The relationship between successful global tourism and gross
domestic product could be exemplified to show the importance of
tourism to the economy in developed and developing nations.

Understanding where tourism develops Candidates appreciate that tourism Candidates give brief explanations of the causes of the growth of
and what factors are responsible for the can develop in different ways and at tourism in the developed world, for example:
development and growth of global contrasting locations as a result of a
tourism. variety of natural and man-made  Center Parcs
factors, eg pleasant climate, unique  Cities of Glasgow, Bath, and Edinburgh
physical geography and outstanding
 Lake District/Cairngorms National Park
architecture, eg the Guggenheim
Museum in Bilbao, Spain.  Florida Keys and the Great Barrier Reef

Candidates give one example of the growth of tourism in the

developing world, for example:

 Machu Picchu
 Angkor Wa
 Borneo
 Thailand

For each named example, candidates should give brief

explanations of the natural and man-made factors that contributed

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Tourism
Topic being studied Objectives Guidance
to establishing tourism in this location. This could be exemplified
by using the Butler Model to show the life cycle of tourist growth
and decline and where the destination sits in this cycle.

Explaining who the winners and losers in Candidates give brief descriptions and Candidates should be encouraged to provide specific examples
global tourism are. explanations of the effects, positive for each of the consequences and where possible, evidence from
and negative, that the growth of the numerical and graphical data they have used to investigate
tourism can have on people, the the issue, eg numbers employed in tourism/CO2 levels/out
economy and the environment in migration/resource consumption.
contrasting locations.
The obvious financial growth and contribution should be looked at
specifically for each destination and consideration should be given
to the concept of ‘financial leakage’ when considering the
economic effects.

Equal time should be spent looking at the social effects (cultural

dilution/fractured communities/multiplier effect) and the
environmental effects (water, air and noise pollution/land
degradation/urbanisation).

For example, the rapid growth of tourism in Dubai and the

development of wilderness tourism in Antarctica could be
considered.

Explaining how global tourism can be Candidates offer brief descriptions For a named tourist destination in the developed world and one in
managed in an effective and responsible and explanations of the strategies that the developing world, candidates should feel confident giving
way. could be used to encourage strategies used to encourage tourist growth in a responsible way,
responsible tourism. while at the same time responding to and preventing a decline in
tourism.

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Tourism
Topic being studied Objectives Guidance
It may be appropriate to look at an example of an ‘eco-destination’
at this point, if not done so already, to model strategies for
responsible tourism.

Identifying, selecting, and interpreting Candidates select at least one piece Candidates could design a poster presentation to be delivered at
straightforward numerical and graphical of numerical and one piece of the World Tourism Awards that briefly outlines, using selected
information that can be used to show the graphical information that has been evidence, the changes taking place in global tourism, the
challenges created by tourism as a produced/processed and presented to consequences of these, and how the issue can be managed
global issue in the 21st century. show the candidates’ understanding effectively in the 21st century.
of the global issue, its growth, effects
and strategies involved in managing
tourism in contrasting locations.

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Health
Topic being studied Objectives Guidance
Understanding the patterns in Candidates examine evidence to Through the interpretation of basic numerical and graphical
development that have led to global extract basic information to begin to information, candidates should outline the main features of this
health issues in the 21st century. understand the relationship between global issue.
levels of development and health.
Comparisons could be drawn between socio-economic data to
Candidates should begin to identify show levels of economic development, for example:
patterns between the level of
economic development and wellbeing  gross domestic product
of people in contrasting locations in  gross national product
the developed and developing world.  energy use
 calorie consumption
 internet use
 car ownership

could be compared with levels of health:

 people per doctor

 incidence of disease
 health expenditure per person

The World Health Organization website allows a selection of data

sets to be examined.

Explaining why global health issues Candidates give brief explanations of Candidates are encouraged to use case study evidence of the
become an increasing concern. the causes for the increase in global health issues associated with increased levels of wealth in the
health issues and the relationship developed world and the subsequent rise in heart disease and the
between levels of development. obesity epidemic (UK/Scotland/USA/China), and compare this
with the health issues associated with less developed countries,
Candidates would be expected give eg malaria in South-East Asia or East Africa (there are 107

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Health
Topic being studied Objectives Guidance
brief explanations of how levels of countries to select from), and HIV/Aids in Sub-Saharan Africa.
development have increased the
incidence of these health issues.

Explaining the consequences of the Candidates give brief descriptions and Candidates would be expected to use case study evidence and,
relationship between changing levels of explanations of the effects specific where appropriate, evidence from selected numerical and
development and health. health issues can have on people and graphical sources of information to support these explanations.
the economy in contrasting locations
in the developed and developing
world.

Explaining how levels of development Candidates offer brief descriptions Candidates should feel confident giving basic strategies used on a
can help in reducing global health issues. and explanations of the strategies that variety of scales by individuals, communities and countries to
could be used to help reduce the minimise the causes of these health issues and, where possible,
global health issues associated with strategies to help eliminate the issue in the 21st century.
contrasting levels of development.

Identifying, selecting and interpreting Candidates select at least one piece Candidates could write a report to be delivered at the World
straightforward numerical and graphical of numerical and one piece of Health Organization that briefly outlines, using selected evidence,
information that can be used to show the graphical information that has been the changes taking place in global development, and the impacts
challenges created by development and produced/processed and presented to of this on global health in the 21st century.
health as a global issue facing the world show candidates’ understanding of
in the 21st century. the global issue, its growth, effects
and strategies involved in managing
development and health in contrasting
locations.

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Preparing for course assessment
In the course assessment there is broad parity between the assessment of skills, and
knowledge and understanding. Candidates draw upon, extend and apply the skills,
knowledge and understanding they have gained throughout the course.

The question paper requires candidates to demonstrate skills, knowledge and understanding
drawn from the mandatory content of the course. The question paper samples knowledge
and understanding from across all three sections of the course and also requires application
of skills in any context drawn from across each section.

The assignment requires candidates to demonstrate challenge and application related to an

appropriate geographical topic or issue. Candidates research and use information to
demonstrate knowledge and understanding of the topic or issue studied. Candidates write up
the results of their research on the topic or issue under controlled assessment conditions.

Teachers and lecturers should refer to this course specification for further information.

Preparation for the question paper:

 This may be done individually, in small groups or within the class or group as a whole, at
the discretion of the teacher or lecturer.

Preparation for the assignment:

 The suggested overall time allocation for the assignment is at the discretion of the centre.
This time may be used by candidates for identifying and agreeing a topic or theme for the
assignment; gathering information; and carrying out the research. This may include using
books, the internet, interviews, fieldwork, etc; interpreting and explaining their findings;
drawing conclusions; and preparing for the production of evidence stage. This time may
be distributed over the course or may be concentrated in larger blocks of time.

Further advice and guidance on types of questions, level of demand of sources, and making
assessment judgements is provided in the specimen question paper and marking
instructions.

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Developing skills for learning, skills for life and skills
for work
Course planners should identify opportunities throughout the course for candidates to
develop skills for learning, skills for life and skills for work.

Candidates should be aware of the skills they are developing and teachers and lecturers can
provide advice on opportunities to practise and improve them.

SQA does not formally assess skills for learning, skills for life and skills for work.

There may also be opportunities to develop additional skills depending on approaches being
used to deliver the course in each centre. This is for individual teachers and lecturers to
manage.

Through the successful completion of this course, important skills for learning, life and work
are developed. A full list of these is contained in this course specification.

1 Literacy

1.1 Reading
Geography lends itself to the development of literacy skills, particularly reading. Candidates
should be encouraged to read, as widely as possible, a range of relevant articles in order to
facilitate progression to other courses and the world of work.

Geography has a particular role in developing map reading skills in order to extract
information. In addition, candidates may read a variety of articles and reports about a topic or
issue they are studying, including from newspapers in print or electronic form. They may
study these alongside academic research or government reports at an appropriate level.

This means that they are able to consider many different types of writing and consider their
benefits and limitations in terms of providing information to help them complete the
assignment.

Throughout this course there are opportunities for candidates also to develop their writing
skills.

2 Numeracy

2.3 Information handling

Skills of numeracy are developed through the evaluation of a range of numerical, statistical
and graphical sources of information.

In their study of global issues, candidates encounter and use a wide range of numerical,
graphical and pictorial information. They use statistical information in a range of formats, eg
line graphs, pie charts and bar graphs. They should be encouraged to use information from a
range of sources and to interpret and evaluate this data.

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4 Employability, enterprise and citizenship

4.6 Citizenship
Citizenship is an important aspect of this course. By studying global, geographical and
environmental issues (eg Fair Trade) and how they impact on individuals, society and the
environment, candidates gain awareness of issues which are having an impact on our world
today, and which will continue to do so in the future.

The course provides opportunities for candidates to deepen their understanding of

geographical and environmental topics or issues facing society. Geography provides
opportunities to consider global issues of sustainability. The global nature of geography
allows candidates to broaden their horizons and reflect on life in other countries thereby
deepening their understanding of life within their own society.

5 Thinking skills

Thinking skills are developed as part of the course. As candidates develop their knowledge
and understanding of issues and events, they apply their knowledge to real events and
issues. Geography plays a significant role in developing and integrating knowledge and skills
from both a social subjects and physical sciences perspective.

5.3 Applying
5.4 Analysing and evaluating
The course involves candidates in extensive work to analyse and evaluate different sources
of information. Teachers or lecturers should direct more able candidates to more complex,
and potentially richer sources of information.

Examples of analysis and evaluation likely to be found within a National 5 Geography

assignment include:

 identifying features and using information from a range of maps including Ordnance
Survey maps
 considering the usefulness of a particular research method, eg fieldwork versus an
interview or survey
 comparing approaches to the management of environmental issues

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Administrative information

Published: July 2021 (version 4.0)

History of changes to course specification

Version Description of change Date

2.0 Course support notes added as appendix. September
2017
3.0 Penalty for non-submission of Processed Information added to July 2019
‘Evidence to be gathered’ section.
4.0 In the climate change table on pages 28–29 of the course support July 2021
notes, content has been updated in the objectives and guidance
columns.

This course specification may be reproduced in whole or in part for educational purposes
provided that no profit is derived from reproduction and that, if reproduced in part, the source
is acknowledged. Additional copies of this course specification can be downloaded from
SQA’s website at www.sqa.org.uk.

Note: you are advised to check SQA’s website to ensure you are using the most up-to-date
version of the course specification.

© Scottish Qualifications Authority 2012, 2019, 2021

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