AQA 9-1 GCSE Geography

Revision Guide

This booklet contains:

1. The structure of GCSE Geography

2. A Case Study list
3. Command words
4. Assessment objectives for AQA Geography
5. How to answer exam questions
6. Structuring paragraphs (PDL)
7. How many points to make in answers
8. What evaluative language is - and examples
9. Writing an excellent 9 mark answer
10. Model answers
11. Two practice answers
12. Revision guidance - how to actually revise

Contents
 Past paper questions: 3
Structure of GCSE Geography: 3
Case Study List 4

Command words: 8

How to answer exam questions: 9

How to write an excellent ‘evaluate’/‘to what extent’ answer: 11

Model Answers 12
Tasks 16

Fieldwork Skills Questions 19

Revision guidance 20

Techniques to help structure your answers: 20

Case studies: 21
Active versus passive revision 27

But what do I use to revise?

Resources to use to revise:

- Your exercise book
- Your textbook
- Review the end of unit tests that you
have completed
- Recap/ revise from the Revision
Summary Sheets you completed
for each topic
- www.ecademyonline.com website
for reviewing topics
Past paper questions:
QP = Question Paper, INS = Insert, MS = Mark scheme, ER = Examiner’s Report.
2018:
1 - QP, INS, MS, ER
2 - QP, MS, ER
3 - QP, INS, MS, ER

2019:
1 - QP, MS, ER
2 - QP, INS, MS, ER
3 - QP, MS, ER

Structure of GCSE Geography:

Paper 1: Physical Geography
Section A: The Challenge of Natural Hazards (Tectonics, Weather, Climate Change)
Section B: The Living World (Ecosystems, Tropical Rainforests, Cold Environments)
Section C: Physical Landscapes in the UK (Rivers and Glaciers)

Paper 2: Human Geography

Section A: Urban Issues and Challenges
Section B: The Changing Economic World
Section C: The Challenge of Resource Management (Energy)
 Paper 1: Living with the physical Paper 2: Challenges in the human Paper 3: Geographical applications
environment environment
What's assessed
What's assessed What's assessed 3.3.1 Issue evaluation
3.1.1 The challenge of natural hazards 3.2.1 Urban issues and challenges 3.3.2 Fieldwork
3.1.2 The living world 3.2.2 The changing economic world 3.4 Geographical skills
3.1.3 Physical landscapes in the UK 3.2.3 The challenge of resource
3.4 Geographical skills management How it's assessed
3.4 Geographical skills Written exam: 1 hour 15 minutes
How it's assessed 76 marks (including 6 marks for
Written exam: 1 hour 30 minutes How it's assessed SPaG)
88 marks (including 3 marks for Written exam: 1 hour 30 minutes 30% of GCSE
spelling, punctuation, grammar and 88 marks (including 3 marks for Pre-release resources booklet made
specialist terminology (SPaG)) SPaG) available 12 weeks before Paper 3
35% of GCSE Questions 35% of GCSE Questions exam Questions
● Section A: answer all ● Section A: answer all ● Section A: answer all
questions (33 marks) questions (33 marks) questions (37 marks)
● Section B: answer all ● Section B: answer all ● Section B: answer all
questions (25 marks) questions (30 marks) questions (39 marks)
● Section C: answer any two ● Section C: answer question 3 Question types: multiple choice, short
questions from questions 3, 4 and one from questions 4, 5 or answer, levels of response, extended
and 5 (30 marks) 6 (25 marks) prose
Question types: multiple choice, short Question types: multiple choice, short
answer, levels of response, extended answer, levels of response, extended
prose prose

There will be one 9 mark question in each of the following topics: Hazards, Living World, Urban, Economic World, Issue
Evaluation and Fieldwork. There will NOT be a 9 mark question on Physical Landscapes in the UK or Resources.

Case Study List

Physical Landscapes in the UK

Rivers

An example of a river valley in the UK to identify its major The River Tees
landforms of erosion and deposition.

An example of a flood management scheme in the UK to show: Banbury Flood Management Scheme
● why the scheme was required
● the management strategy
● the social, economic and environmental issues.

Glaciers

An example of an upland area in the UK affected by glaciation The Lake District

to identify its major landforms of erosion and deposition.

An example of a glaciated upland area in the UK used for The Lake District
tourism to show:
● the attractions for tourists
● social, economic and environmental impacts of tourism
● strategies used to manage the impact of tourism.
The Living World (Ecosystems, Tropical Rainforests, Cold Environments)

An example of a small scale UK ecosystem to illustrate the Small pond

concept of interrelationships within a natural system, an (Hervines Wood)
understanding of producers, consumers, decomposers, food Unfortunately I am unable to find the small hervines
chain, food web and nutrient cycling. pond in the textbook. Disappointed

A case study of a tropical rainforest to illustrate: The Malaysian Tropical Rainforest

● causes of deforestation – subsistence and commercial
farming, logging, road building, mineral extraction,
energy development, settlement, population growth
● impacts of deforestation – economic development, soil
erosion, contribution to climate change.

A case study of a cold environment to illustrate: Alaska

● development opportunities in cold environments: (Svalbard is in your textbook)
mineral extraction, energy, fishing and tourism
● challenges of developing cold environments: extreme
temperature, inaccessibility, provision of buildings and
infrastructure.

The Challenge of Natural Hazards (Tectonics, Weather, Climate Change)

Use named examples to show how the effects and responses Chile 2010
to a tectonic hazard vary between two areas of contrasting Nepal 2015
levels of wealth.

Reasons why people continue to live in areas at risk from a Iceland

tectonic hazard.

Use a named example of a tropical storm to show its effects Typhoon Haiyan 2013
and responses.

An example of a recent extreme weather event in the UK to Somerset Levels Floods 2014
illustrate:
• causes
• social, economic and environmental impacts
• how management strategies can reduce risk.

Managing the impacts of climate change There are several small examples for this section:
Water supply in the Himalayas
Rising sea levels in Maldives

Urban Issues and Challenges

A case study of a major city in an LIC or NEE to illustrate: NEE: Rio de Janeiro & Rocinha Favela (Favela Bairro
the location and importance of the city, regionally, nationally Project)/Santa Marta (textbook)
and internationally
● causes of growth: natural increase and migration
● how urban growth has created opportunities:
● social: access to services – health and education;
access to resources – water supply, energy
● economic: how urban industrial areas can be a
stimulus for economic development
● how urban growth has created challenges:
● managing urban growth – slums, squatter settlements
● providing clean water, sanitation systems and energy
● providing access to services – health and education
● reducing unemployment and crime
● managing environmental issues – waste disposal, air
and water pollution, traffic congestion.

An example of how urban planning is improving the quality of Rio de Janeiro

life for the urban poor.

A case study of a major city in the UK to illustrate: London

● the location and importance of the city in the UK and Urban Sprawl: north west London, Amersham
the wider world
● impacts of national and international migration on the
growth and character of the city
● how urban change has created opportunities:
● social and economic: cultural mix, recreation and
entertainment, employment, integrated transport
systems
● environmental: urban greening
● how urban change has created challenges:
● social and economic: urban deprivation, inequalities in
housing, education, health and employment
● environmental: dereliction, building on brownfield and
greenfield sites, waste disposal
● the impact of urban sprawl on the rural–urban fringe,
and the growth of commuter settlements.

An example of an urban regeneration project to show: London Docklands Regeneration

reasons why the area needed regeneration
the main features of the project.

Features of sustainable urban living: East Village, London or Freiburg, Germany

● water and energy conservation
● waste recycling
● creating green space

The Changing Economic World

Consequences of uneven development: disparities in wealth There are a variety of small examples for this section:
and health, international migration ● Migration: Middle East refugee crisis
● FDI in Africa
● Aid: Oxfam
● Fair trade: Uganda Coffee/Ghana Cocoa
● Debt: Grameen Bank

An example of how the growth of tourism in an LIC or NEE Jamaica/Tunisia/Maldives

 helps to reduce the development gap.

A case study of one LIC or NEE to illustrate: Nigeria

the location and importance of the country, regionally and
globally
the wider political, social, cultural and environmental context
within which the country is placed
• the changing industrial structure. The balance between
different sectors of the economy. How manufacturing industry
can stimulate economic development
• the role of transnational corporations (TNCs) in relation to
industrial development. Advantages and disadvantages of
TNC(s) to the host country
• the changing political and trading relationships with the wider
world
• international aid: types of aid, impacts of aid on the receiving
country
• the environmental impacts of economic development
• the effects of economic development on quality of life for the
population.

An example of how modern industrial development can be UK

more environmentally sustainable

The Challenge of Resource Management (Energy)

An overview of resources in relation to the UK. UK

Food:
• the growing demand for high-value food exports from low
income countries and all-year demand for seasonal food and
organic produce
• larger carbon footprints due to the increasing number of ‘food
miles’ travelled, and moves towards local sourcing of food
• the trend towards agribusiness.

Water:
• the changing demand for water
• water quality and pollution management
• matching supply and demand – areas of deficit and surplus
• the need for transfer to maintain supplies.

Energy:
• the changing energy mix – reliance on fossil fuels, growing
significance of renewables
• reduced domestic supplies of coal, gas and oil
• economic and environmental issues associated with
exploitation of energy sources.

An example to show how the extraction of a fossil fuel has both Gas extraction in the Amazon
advantages and disadvantages.

An example of a local renewable energy scheme in an LIC or Sustainable Energy Developments in Malmo, Sweden
NEE to provide sustainable supplies of energy. The Chambamontera micro-hydro scheme

On top of this, you must learn the theory, this is in your exercise books and the textbook.
Command words:

These are the ones used in GCSE Geography AQA, there is another list further down which extends to other
subjects:

Assess
Make an informed judgement.
For example, ‘Assess how effective your presentation technique(s) were in representing the data collected in this enquiry’

Calculate
Work out the value of something.
For example, 'Using Figure 7, calculate the increase in retail sales value of Fairtrade bananas between 2000 and 2012'

Compare
Identify similarities and differences.
For example, 'Using Figure 4, compare HDI values in Africa and South America'

Complete
Finish the task by adding given information.
For example, 'Complete the following sentences:
The greatest number of category four tropical storms happen in the ……………………. Ocean. Apart from very strong
winds, one other associated weather feature of a category four storm is…………………………'

Describe
Set out characteristics.
For example, 'Using Figure 9, describe the distribution of areas with existing licences for fracking in the UK'

Discuss
Present key points about different ideas or strengths and weaknesses of an idea.
For example, 'Discuss the effects of urban sprawl on people and the environment. Use Figure 3 and a case study of a
major city in the UK'

Explain
Set out purposes or reasons.
For example, 'Using Figure 12 and your own knowledge, explain how different landforms may be created by the transport
and deposition of sediment along the coast'

Give
Produce an answer from recall.
For example, 'Give one condition that is needed for a tropical storm to form'

Identify
Name or otherwise characterise.
For example, 'Identify the glacial landform at grid reference 653532'

Outline
Set out main characteristics.
For example, 'Outline one way that Fairtrade helps to deal with the problems of unequal development'

Suggest
Present a possible case.
For example, 'Suggest how the sea defences shown in Figure 11 help to protect the coastline'

To what extent
Judge the importance or success of (strategy, scheme, project).
For example, 'To what extent do urban areas in lower income countries (LICs) or newly emerging economies (NEEs)
provide social and economic opportunities for people?'
Assessment Objectives (AO) Criteria for AQA GCSE:

AO1: Show knowledge of locations, places, processes (e.g. erosion/migration), environments and different scales (e.g.
local/global)

AO2: Show geographical understanding of:

- concepts and how they are used to explain the characteristics of places
- environments and processes
- the interrelationships between places, environments and processes

AO3: Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues to make
judgements

AO4: Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate
findings

In addition, SPaG marks are awarded as follows:

How to answer exam questions:

It is easy to misread the question and spend five minutes writing about the wrong
thing. Here are four simple tips that can help you avoid this:

1. Figure out if it’s a case study question - if the question wording includes ‘using named examples’ or ‘with reference
to one named area’ you need to include a case study or an example you’ve learnt in class.
2. Underline the command words in the question (the ones which tell you what to do) - the command words are above
3. Underline the key words (the ones that tell you what its about), e.g. volcanoes, tourism, immigration, rural-urban
fringe, development gap.
4. If the question says ‘using figure 2’, make sure you’ve talked about what figure 2 shows!
5. Re-read the question and your answer when you’ve finished just to check.

Structuring answers:

Evaluate/To What extent

1. Introduction (2 sentences): what is your case study?
2. Paragraph one: For
3. Paragraph two: Against
4. Conclusion: your opinion - drawing a conclusion from the evidence you have given, falling on one side or the
other

Describe
1. What is the general trend?
2. Are there any anomalies?
Use data in your answer if there is a graph!
If there is a picture, use it!

Explain
State reasons why

Compare/Contrast
What are the similarities?/What are the differences?

How many points do I make?

For 9 mark questions: 3-4 points

For 6 mark questions: 3-4 points

For 4 mark questions: 2-3 points

Structuring paragraphs:

Use PDL (Point, Develop, Link)

Point - state clearly what the point is. E.g. Management strategies are very important to reduce the risk of environmental
damage, and have been used very successfully.

Develop the point through explanation and examples. E.g. For example, through government action, the Western Arctic
region reserve was created, a 15 million hectare reserve with thousands of animals and birds, greatly protecting the fauna
of the environment.

Link - link your point back to the question. Use evaluative language to do this.

Use EVALUATIVE language throughout the answers, give your answers more depth - I often say this! What does
this mean?

Below is some evaluative language which you can use in your answers, grouped by when you could use this language.
Use this language to increase the depth to your answers, expanding a point, e.g. because of this…. however ….. this
occurs….. because etc.

Use evaluative language throughout your answers:

The generalTo give aTo give anTo add detail To explain aTo To compareTo contrast
structure/seq reason example result emphasise atwo things two things
uence of your(explaining) point
answer
First / firstly,For For example And So Undoubtedly Similarly However / on
second / the contrary
secondly,
third / thirdly
etc
Next, last,Because For instance In addition /As a result Indeed Likewise Nevertheless /
finally additionally / nonetheless
an additional
In addition,Since That is (ie) Furthermore As a consequenceObviously /Not only...butDespite / in
moreover (of) clearly also spite of
Further /As Such as Also Therefore Generally Like Whereas
furthermore
Another Because of Including Too Thus Importantly Just as Although /
even though
Also Namely As well as Consequently In fact Just like Though

In conclusion Hence Particularly /Similar to /But/yet

in particular same as
 To summarise Due to Especially compare(d) On the other
to / with hand
In contrast
(to) / in
comparison

How to write an excellent ‘evaluate’/‘to what extent’ answer:

Example question: For a hot desert environment or cold environment you have studied, assess the importance of
management strategies used to reduce the risk of environmental damage (9 marks)

Notice the use of EVALUATE language throughout the answer, this is underlined.

In Alaska, which borders Canada, management strategies have been used widely to protect the fragile tundra
environment, mainly after the discovery of oil in Prudehoe Bay.

• Short introduction, mentions the case study, and sets the scene. Only one sentence long!

Management strategies are very important to reduce the risk of environmental damage, and have been used very
successfully. For example, through government action, the Western Arctic reserve was created, a 22.8 million acre
reserve with thousands of animals and birds, greatly protecting the fauna of the environment, yet at the same time,
allowing petroleum exploration and extraction. In addition, technology has also been used very successfully, for
example, the Trans-Atlantic oil pipeline was made in zig-zags, to prevent earthquake damage, and also has flow control
measures to stop leaks, creating protecting the surrounding area. Furthermore, it has been placed on stilts, aboveground
to prevent thawing permafrost damage the pipeline, reducing the risk of environmental damage. In addition,
conservation groups work successfully with local Inuit populations to help create a sustainable future, and work with
companies to help minimise damage to the environment and educate people in the destruction of the environment,
influencing them not to do so.

• The first paragraph is for the use of management strategies to reduce environmental risk. PDL has been used to
structure the paragraph, take the first point for example:
Point: Management strategies are very important to reduce the risk of environmental damage, and have been used very
successfully.
Develop: For example, through government action, the Western Arctic region reserve was created, a 22.8 million acre
reserve with thousands of animals and birds,
Link: greatly protecting the fauna of the environment.

However, some argue such measures are not important. For example, while the Western Arctic Region reserve was
created, many areas were allowed to be used by companies for mining and other activities which damage the local
environment. Furthermore, NGO conservation groups, such as the World Wild Fund for Nature and Greenpeace have
limited power in preventing companies from damaging this fragile tundra environment, as mining and oil companies do
not have to listen to them.

The second paragraph is against the use of management strategies to reduce environmental risk, explaining how the
management strategies can bring problems, as we need to evaluate.

Overall, I believe management schemes are incredibly important in reducing the risk of environmental damage, for
example technology has been used extremely successfully to prevent damage in the transatlantic pipeline and many
animals are protected in the Western Arctic Reserve. Although some areas are exploited by companies and conservation
groups have no power, they still make a difference so I believe the overall effects are positive and therefore important.
The last paragraph is the conclusion, it gives an opinion: to what extent management strategies do or do not reduce
environmental risk. It backs this up with the most important pieces of evidence in the answer.
Model Answers

Evaluate the impacts of a regeneration project you have studied (9 marks)

The docklands regeneration took place in East London from the 1980s onwards and attempted to turn a previously
derelict and seemingly useless area into one that has far more uses and is more attractive. Around £1.9 billion was
invested into the area to improve transport, accommodation and services. This project has had a range of positive and
negative impacts that can be subdivided into social and economic.

In terms of positive effects on a social front, the number of houses increased from 40,000 in 1980to 88,000 in 1997,
with 22,000 of these being built around brand new. This provided far more attractive housing for a range of labourers.
Along with this the ExCeL serves as a central hub to the area, with six hotels and over thirty places to eat, as well as
holding various conference rooms and sports facilities (following the Olympic Games in 2012). Additionally, more
sporting facilities have been added including the Docklands Equestrian Centre and Millwall Sailing Centre, all
contributing to more pleasant features for the local people.

Economic benefits of the regeneration include the extension of the Jubilee Line and addition of the DLR which has 128
stations and carries on average 80,000 passengers a day. This, along with 72 miles of new, improved roads, has
ensured the area has better connections to the centre of London, allowing more businesses. Also, the City Airport,
which had 2.6 million passengers in 2006, makes international business possible, bringing money to the area.

There area fewer negative impacts, but they focus around the forced relocation of thousands of people from the area
before reconstruction began and the unemployment rate. Previously the unemployment rate was at 17.8% in 1981 and
has dropped to 7.2% in 1997, which is still fairly high for such an area. Additionally, much of the housing added has
been too expensive for many people, not allowing previous residents to return.

Overall, the Docklands Regeneration project was mostly beneficial to the area. With new facilities, housing and job
opportunities, it achieved many of its aims to produce an important but attractive new age. Despite being wholly good,
improvements could be made for less unemployment and increased satisfaction rates (only 67% in 1997) in the few
housing developments of the previously benefited areas.

To what extent do squatter settlements in urban areas of lower income countries (LICs) or newly emerging
economies (NEEs) provide opportunities, as well as challenges, for people? Refer to evidence from a city you
have studied. (9 marks + 3 SPaG marks)

In the city of Rio de Janeiro, located on the south coast of Brazil, is renowned for being for being ‘a city of contrasts’.
Even though it contains the richest district in the continent and a variety of blossoming industries, it also houses a huge
number of squatter settlements (called favelas in Brazil), including the largest in South America, Roçinha favela. There
area a range of opportunities and challenges for people living in Rio squatter settlements, as in many other cities in the
world.

In terms of opportunities, living in a favela is usually very cheap and contains facilities to have their own job, in what is
called the informal economy - meaning they don’t pay tax. Favelas also provide a location for building new homes and
allowing people to start a new, more successful life - having migrated from a rural area. the huge range of people in
squatter settlements means there area an adequate number of people to work in industrial jobs - particularly as these
people may be desperate for a job and therefore accept very low wages. This is advantageous for factory owners as
they pay low wages, while still gaining a high output. This is evident in Rio, with the majority of the 600 favelas located
on the outskirts of the city, close to factories.

On the other hand, there are lots of challenges for people living in favelas, a few of these are the densely packed
housing and poor infrastructure. This is particularly evident in Rio, where it is estimated that 37% of running water is lost
because of the poor quality, leaking pipes. Therefore, even for those living in favelas, water is hard to come by and
much water that is hound is often from stagnant sources, this increases the likelihood of the development of water-
borne diseases such as cholera, and due to the densely packed houses, this can spread rapidly. This factor
deteriorates further because many people don’t have access to healthcare facilities - 55% in Rio. This means doctors
have to travel into the inaccessible settlement and work from there, sometimes less effectively. In a project to improve
health in Rio’s favelas, doctors travelled in, with an ‘e-health backpack’ able to test for 20 different diseases.

Overall, favelas in urban areas provide some opportunities, such as cheap labour and easy house maintenance - but
the challenges are far worse, with poor healthcare, unreliable water and energy supplies and easy spread of diseases,
squatter settlements in urban areas of LICs and NEEs create far, far more challenges than opportunities for people
living in the area.

Notice how these two 9 mark answers have had a balanced argument: one paragraph for, one paragraph against and a
conclusion. In addition to using PDL in each paragraph.

Outline how the quality of life for Rio’s population can be improved (2 marks)

The quality of life for Rio’s population can be improved by providing better and cleaner source of water by updating
quality of pipes, allowing more people access to better healthcare by improving access to the centre of the slum and
updating the waste management and sanitation techniques to create a more healthy environment.

This question, asks for a developed point. This answer’s point is ‘providing better and cleaner source of water’ is
backed up by explaining how this improves the quality of life for Rio’s population: ‘updating the quality of pipes’. In
addition, a second developed point has been made, just in case the first developed point was not sufficient.

Outline one challenge of living in a squatter settlement (2 marks)

Receiving adequate healthcare is a problem of living in a squatter settlement because they are few, if any hospitals and
access for doctors is often very difficult. Moreover, the likelihood of contracting illness is increased because of the
densely packed population and poor sanitation.

This answer gives only one challenge of living in a squatter settlement: healthcare. This challenge is developed by
explaining why it is a challenge.

Figure 1:

Study figure 1. Describe the changes

in the distribution of megacities
between 2015 and 2030 (2 marks)
In 2015 the megacities are located in
Europe and North America, as well as
Asia and South Brazil, though the more
developed areas appear to be higher.
In 2030, there will be more megacities
in Africa and Asia, all of which grow
rapidly, while the cities in more
developed parts stay the same.

This is a describe question. Therefore

use Point, Evidence, Anomaly (PEA).
State what the general trend is, give
evidence from the map and if there are any anomalies (odd bits out), say what these are.

Sample Answer

Q. Write the title of your human geography fieldwork enquiry

Title of fieldwork enquiry: How and why does quality of life vary in Old Amersham/ Amersham-on-the-Hill?

Explain how one data presentation technique used in your human geography enquiry help you to interpret the
data [6 marks]

We used a pie chart to present the opinions of the public about the quality of services in Amersham. The answers of the
survey ranged from excellent to poor and putting them on a pie chart clearly showed that the quality of services in
Amersham were excellent, which shows the people living in the area have a high quality of life because the services are
good. An advantage to using a pie chart was that this data presentation technique was one of the few methods of
presenting the data, and it also allows comparison between the opinions of people which other data methods might
have been not able to show. The pie chart also gave percentages and was clear in stating that the majority of people in
Amersham regard the services as good or excellent, which indicates people have a good quality of life

Marks: 2/6

Sample Answer

Q. Write the title of your human geography fieldwork enquiry

Title of fieldwork enquiry: How and why does quality of life vary in Old Amersham?

Explain how one data presentation technique used in your human geography enquiry help you to interpret the
data [6 marks]

We completed a questionnaire using a stratified method to attempt to get answers from a wide range of people of ages,
gender and ethnicities. We chose to represent this in a pie chart form. Each question of which there were 5, had its on
pie chart. Pie charts are useful for storing lots of data and making it easy to format. They are easy to understand and
allow for comparison to be made in each question. For example, the question on age can be represented in a pie chart
to see the different age groups that we talked to. We could make the question that there were generally more 50+
people living in Old Amersham. Pie charts also allow us to compare between multiple pie charts to see whether despite
there being an overwhelming answer on one question, why there may be a more evenly spread answer for another
question, and determine conclusions from this.

Marks: 4/6

Sample Answer

Q. Write the title of your human geography fieldwork enquiry

Title of fieldwork enquiry: How and why does quality of life vary within Amersham-on-the-Hill?

Explain how one data presentation technique used in your human geography enquiry help you to interpret the
data [6 marks]

I used a proportional symbol map to present the score for an environmental quality survey across the town. With circles
increasing in size as EQ scores increased, it was possible to spot trends. For example, as distance from the town
centre increased, environmental quality increased, with the values 10, 12, 17 and finally 21. This enabled me to make
conclusions from my data, pointing towards the conclusion the quality of life increases with distance from the town
centre. Due to the relative size, it was also possible to easily identify anomalies within the data set for example, values
increased with distance from the train station not the core shopping area, prompting ambiguity as to where the town
centre lied within the town.

Marks: 6/6

Sample Answer

Q. For one of your fieldwork enquiries, assess the extent to which the accuracy of the results and the reliability
of the conclusions could be improved [9 marks + 3 SPaG]

Title of fieldwork enquiry: How depth, width and velocity change as you travel downstream

When we compared our hypothesis to our results we realised perhaps our data collection could have been better
because as we travelled downstream the velocity of the river decreased which was the opposite of what we had been
expecting. We don’t think that this was accurate because the person timing could have been slow to press stop creating
error. Another source of error was that because of thick reids it was difficult to measure the width of the river as we had
to guess.

However our collection of the depth was more accurate because we made sure the ruler was to the bottom and
measured the correct height however there still could have been human error. Therefore because our results weren’t
accurate it made our conclusion less valid as well.

Overall we could have improved the accuracy of the results by doing it over multiple days to get averages and also
used equipment which removed human error as much as possible. So these would have improved our conclusions
because the results would have been more accurate and valid.

Comments: Level 1 answer 1/9 + 2/3 for SPaG

Sample Answer

Q. For one of your fieldwork enquiries, assess the extent to which the accuracy of the results and the reliability
of the conclusions could be improved [9 marks + 3 SPaG]

Title of fieldwork enquiry: How and why does quality of life vary within Amersham-on-the-Hill?

Throughout the enquiry the results and conclusions provided opportunities for the reliability and accuracy to be
asserted.

Environmental quality surveys were conducted on a scale from -3 to +3 based on an individual's personal judgements.
However, surveys were not repeated, and -despite the presence of a second opinion within the group- it is possible for
large variations to occur within a small area, reducing the accuracy of the collective results.

Traffic and pedestrian counts were all conducted for the same length of time 5 minutes. However small variation on the
time of the day at which they were taken could reduce the accuracy of the results. For example, some counts were
taken at around 11.30am, while others were taken at 12.00 (midday). In this case, traffic and pedestrian flows may be
affected by the lunch break. This inconsistently reduced the results accuracy.

Ultimately, despite some inconsistencies the accuracy of the results and reliability of conclusions was generally good.
However, conclusions in some cases - made less reliable due to inaccuracies in the results. However, ultimately, quality
of life increased with distance from the town centre, a conclusion stills stands despite this.
 Comments: Detailed reference to accuracy of results and link to conclusion. Some evidence of link. Begins to evaluates
in last paragraph, Level 3 answer. Marks 7/9 + 3/3 for SPaG

Sample Answer

Q. For one of your fieldwork enquiries, assess the extent to which the accuracy of the results and the reliability
of the conclusions could be improved [9 marks + 3 SPaG]

Title of fieldwork enquiry: How the river chess depth, velocity and width changed downstream

I believe our fieldwork enquiry was overall fitted our hypothesis but with improvements needed in certain areas.

An area where I feel it could have been done better was the investigation in to velocity heading downstream. This is
because the whole trip only one flowmeter so for most groups including mine we had to use an orange. This was
inaccurate for many reasons, for example we did not let the orange reach terminal velocity because crossing the
starting line leading to a slower velocity than what it should be. We also found it hard to decide when the orange
actually crossed the line as it would swerve from side to side resulting in an inaccurate time. Another thing we could of
improved was the number of stages we tested as we only took measurements for depth/width at 5 sites and at each site
we only took 3 measurements at each depth and width, this lead to a inaccurate cross section graph at wider locations.

Another thing we did wrong was our total discharge calculation as we divided instead of multiplied. Overall our findings
proved and disproved our hypothesis as the width and depth increased as expected downstream but our velocity also
increase which was not what we thought would happen with the river chess, but if we were to do it again we would do
alot different to get more accurate results.

Comments: Mainly detailed evaluation throughout. L3 7/9 +3/3 SPaG

Tasks
Complete the tasks below

Task 1: Evaluate the impacts of a regeneration project you have studied (9 marks)

Let’s break this question down...

Evaluate the impacts of a Regeneration project you have studied

Weigh up the Positives and negatives of the London Docklands/Olympic

Park/Lea Valley

Evaluate means: to judge or determine the significance, worth, or quality of; form an idea of the amount, number,
or value of; assess. SIMPLY PUT: weigh up!

London Docklands
1. Point, Develop (facts and figures), link

2.
 3.

1. Point, Develop (facts and figures), link

2.

3.

Conclusion:
To conclude… Positive/Negative… I think this because…. Data/Facts/Figures etc.
In conclusion…
Overall…
To sum up…

Do not forget: Point, Develop, Link (back to question and onto next point)

For 7-9 marks (level 3 - detailed) you needed:

AO1 Demonstrates comprehensive and accurate knowledge of a regeneration project.

AO2 Shows thorough geographical understanding of the social, economic and environmental impacts of a regeneration
project

AO3 Demonstrates thorough application of knowledge and understanding in evaluating the social, economic and
environmental impacts of a regeneration project.

Therefore we are forming an idea of the value of a regeneration project.

Q. Read through the following and highlight where the evaluation has taken place.
Q. Add in any information which you think is missing from the answer (hint: jobs, negatives)

The London Docklands Regeneration project began in 1980s to regenerate a derelict area of East London, previously
docks which powered the industrial revolution in the United Kingdom, into a business hub and residential areas. The
London Docklands Development Corporation (LDDC) invested £1.86 billion into the project. The impacts of the London
Docklands Regeneration are wide and varied, however they can be categorised into three different groups: social,
economic and environmental.

From a social perspective, in the 1980s, there was terraced housing in most places of the London Docklands, along with
the disused docks themselves. This meant there was not much lure for normal families to come there and also the
workers would not have liked it - these needed to be replaced. Therefore the number of houses was increased from
40,000 in 1980 to 88,000 in 1997, with 22,000 of these being built brand new. This increased the aesthetics and pull of the
area, attracting people to the area. The whole area was given a nicer image as an attractive place to come and work with
families. Therefore socially the impacts have really improved the area.

To ensure that people were going to be able to access the social improvements to the area, economically, the LDDC
invested £734 million into transport, improving the Docklands Light Railway (DLR), building five new stations and
extending the line to the newly built London City Airport near Victoria Dock. Furthermore 72 miles of new roads was
constructed, which connected to other parts of London. Along with this the ExCel centre was created and is now London’s
first international convention centre. It serves as an international hub, easily accessible from London City Airport,
attracting businesses from around the world, with six hotels. Therefore economically the impacts have been positive, with
the creation of jobs and investment in transport.

Environmentally, in comparison of what was there before: a brownfield site, with derelict factories and unused docks, the
environmental improvement of the area has been excellent. For example, an ecology park was created at Bow Creek and
a Wildfowl Sanctuary at East India Dock Basin. An attractive environment has been created, in addition to 160,000 trees
being planted and the Docklands area itself has received 94 awards for excellence in landscaping, planning and
conservation.

In conclusion, socially, economically and emotionally, the London Docklands Regeneration has had a positive impact on
the area.

Task 2:

Complete the answer below:

For a hot desert environment or cold environment you have studied, to what extent does that environment
provide both opportunities and challenges for development? (9 marks)

Chosen environment: Cold Environment

In Alaska there are both opportunities and challenges for development, such as jobs in many different industries, resource
exploitation and spending, but there are also many challenges through cold weather, low light levels for much of the year,
conflict between locals and outside industry and the permafrost.

The 3 million lakes in Alaska provide jobs for 1/10th of the population and provide $6bn to the local state economy
through fishing, while jobs are also provided in industries such as mining and energy. This is a great opportunity for
development as this will greatly boost the local economy, and many people come from abroad to work in Alaska
temporarily who will spend in the local economy as well as working. They will need somewhere to stay, providing business
for hotels. However the jobs are mostly seasonal and are often taken up by migrants. In one are 400 of the 2000 oil
related jobs are taken up by locals only, and these people do not spend much in the area either and the contracts are
short term.

Another opportunity is the natural resources, Alaska has billions of barrels of oil under the Arctic Ocean which can be
extracted and sold. All these resources can be sold, earning Alaska $40bn yearly, greatly improving the local economy.
However in many regions there is conflict, such as in the Arctic National Wildlife Refuge (ANWR), as there is believed to
be $30bn barrels of oil within this reserve.

Point 3:
Permafrost is a large challenge for Alaska.

Point 4:

Conclusion:
Overall, I believe Alaska mainly provides more challenges for development than opportunities. Although there are many
jobs, many are seasonal.
Fieldwork Skills Questions

1. Explain why you selected any two secondary sources you used as part of your fieldwork enquiry [6 marks]
2. With reference to the planning and design in one of your enquiries, assess how helpful a geographical theory or
concept(s) were in developing your enquiry [9marks +3 SPaG]
3. Justify the sampling techniques used in your physical geography enquiry [6 marks]
4. Referring to one of your enquiries, assess the extent to which you were successful in collecting primary data
[9marks +3 SPaG]
5. Justify one cartographic technique used in your human geography enquiry [2 marks]
6. Assess the effectiveness of your data presentation methods that you used in this enquiry [6 marks]
7. With reference to data presentation methods used in one of your enquiries, explain to what extent these help
you to interpret your fieldwork data [9 marks + 3 SPaG marks]
8. Explain the geographical links between any two sets of data that you collectd in your human geography enquiry
[3 marks]
9. Assess the effectiveness of one technique you used to analyse your fieldwork data in your human geography
enquiry [6 marks]
10. With reference to one of your fieldwork enquiries, suggest how you could have improved the analysis of your
data [9marks +3 SPaG]
11. Explain to what extent a geographical theory or concept helped you to draw your conclusions in your physical
geography enquiry [6 marks]
12. Assess the strength of the conclusions that you were able to draw from your fieldwork [6 marks]
13. With reference to one of your fieldwork enquiries, assess the extent to which your conclusions matched you
expectations at the start of your enquiry [9marks +3 SPaG]
14. For one of your enquiries, explain how your sample size may have affected the reliability of your conclusions
[2marks]
15. Referring to one fieldwork investigation you have carried out, assess the range of additional data that could be
used to improve your results [9marks +3 SPaG]
16. Referring to one fieldwork investigation you have carried out, assess the problems that you faced with your
methods of data collection [9marks +3 SPaG]
Revision guidance

You have covered everything you need to know for your exams. You have all your notes in your exercise book, and you
also have a copy of the textbook.

The rest of this pack is designed to hopefully be helpful across the different subjects, not just geography.

Many students lose easy marks as they have not answered the command word. (see the command words on page 8).

Techniques to help structure your answers:

If you get a describe question:

‘PEA’ point, explanation, analysis or anomaly. Analysis can be manipulation of the data shown. Anomaly - point at
anything not matching the general trend.

If you get an explain or an essay style question:

The ‘PEE’ technique, needless to say, has nothing to do with, yes well…, this technique should form the basis for each
and every main body paragraph of any essay you write in any subject.

Each paragraph should open with a point; this should support the statement already stated in the opening paragraph. It
needs to clarify and obviously develop the essay’s overall argument

Following this opening point, you need to explain it better and show how and why you think it supports your overall view.
This means giving an example from the text (often a quotation, stage action, etc.), graph or map

An explanation is now needed to prove your point by explaining how the examples affects the resource like you have said
it does and what it means.

Or ‘PEEL’ point, explanation, evidence, link - link back to the title or question.

The ‘TART’ technique is a clever way to remember what should be included within an opening paragraph for an English
essay… Can you think of a similar way this can help you in other subjects, for example answering a case study question
in a Geography exam? Point Evidence Explain: Title Author Reference to question Techniques used by the author.
Case studies:

Case studies are very important. You must show to the examiner you have a detailed understanding of them.

Case studies help to bring a theory to life and make the real worked more engaging. They illustrate key points, key
messages and how things are done in practice, but there is a lot of detail to remember so to break this down , as well as
mind maps, a case study card can be used. For example:

Revision Strategies:

Make sure you look at your year review and summary to help you ensure you’ve looked at all the topics.

Use old tests and the FEEDBACK to make sure you do not make the same mistakes in the exams.

Make sure you have looked at any and all the resources your teacher may give you.

Some traditional ways of revising that you may already use:

● Take notes – use highlighter pens, colour coding, diagrams, whatever works for you to help memorise your
notes

● Get someone to test you

● Make mp3 recordings of key ideas/quotations

 ● Mnemonics – Richard Of York Gave Battle In Vain

● Five minute essay plans

● Writing out notes again and again and again…

● Condense your notes on cards in well organised files

● Mind mapping

● Endless lists, written out and learnt

● Look Cover Say Write Check

● Practice questions - look at old tests, bbc bitesize, revision guides, these all contain practice questions.

I have but larger versions of some of these templates on the next page so you can use them!

Mindmaps: Mnemonics: Five min essay plans:

Fishbone diagrams: Comic Strip: Timeline/flowcharts:

● Key Word posters on your bedroom ceiling

Active versus passive revision

Active revision is much more effective than passive revision. Passive revision is associated with such activities as reading
notes, and copying material. Active revision is
concerned with using and organising material.

Unfortunately, the basic revision technique, on which

most other ideas are built, of:

reading and understanding the material; ‘reducing’ it to

a smaller amount of material in note form; reviewing
this again; reducing it again perhaps to a list of bullet
points

…can become a passive, time consuming exercise if

you aren’t careful.

While this kind of activity may legitimately form the

foundation of your revision, you need to make sure you
do not spend huge amounts of time copying material in
a passive way.

So what constitutes as Active revision?

Individual active revision:

● Pairing imagery with words - This is known as dual coding and has been proven to be very effective at getting
students to remember key points or terms.

● Storyboards/comic strips
● Comparison tables- below are some examples:

Culture Differences Similarities

Religion

Food
 Poem About Technique Message Persons Structure Question Compare

● Hexagons - student makes a list of points around a subject or question on hexagons. Students then make
connections and links to other points/facts in order to build up a complex picture of connections. Very helpful for
analytical skills

● 45, 45, 45 - 45 seconds to write down as many terms as possible then draw a line under the list. Then 45 more
seconds to add any additional terms you can then draw a line. Each term is worth 2 points. While marking make
sure you write down any missing terms. Subtract the number of terms missed from your points scored.You can
then mark yourself and record your progress.
● 1 min/30 seconds - see if you can talk about a topic for this time without repetition, hesitation or deviation

Group active revision ideas:

● Guess who - This can be a name, concept, key work or theory. Ask yes/no q’s until guessed
● Spot the deliberate mistakes - Write some passages and make deliberate mistakes. Swap with your group or
partner and see if either of you can pick up on the deliberate mistakes
● Taboo - student has to guess what key term/concept/theme is being described by an individual who has a list of
words they cannot say. If working with a parent or sibling who knows nothing you could play this as articulate
instead.
● Verbal tennis - state a topic. Decide who will serve first. Server says a word or phrase associated with the topic
or previous learning. Partner must immediately respond with a second word
● Truth or lie - in pairs write down three statements. Swap and decide if it’s the truth or a lie
● Stepping stones - on A4 have a key term/statement/character/theme. Write as many things you can recall about
this on the back of the A4. Swap with your group until each person has added their contribution to the answer.
Place on the floor statement/key term/character/them up then see how far you can get along the stepping stones
recalling this information.

Some Apps for revision that may help:

● Popplet - you can create attractive spider diagrams and mind maps using words and images, helps organise
notes and ideas in a visual manner
● Revise better - organised by subject this app contains a wealth of quizzes, facts, flashcards to help students
revise and prepare for GCSE (can be useful for high level KS3)
● Grafio - App for creating infographics, organising and brainstorming ideas and creating visual aids
● Prezi - presentation tool - also has a wealth of interesting powerpoints
 ● Audioboo - an app that provides a platform to create and store audio files on revision notes which can be shared
with others
● Trading cards - An app which you can create your own top trump cards, summarising key information on any
subject
● Evernote - This allows students to store and organise revision notes and sync them with other mobile devices
● Studyblue - Create electronic flashcards and use them in quizzes
● Get revising - Revision timetable generator. Allows you to make your own personalised revision timetable -
https://getrevising.co.uk/planner
Useful resources for you revision:

● Exercise books

● Textbooks

● Revisions guides - make sure to get the guide for your exam board. Ask your teacher what they would
recommend.

○ CGP revision guides - revision notes and practice questions in one book

○ Letts revision guides - individual revision guides and separate workbooks for certain subjects.

● Exam board websites - useful for the breakdown of the syllabus and what you are expected to know they also
have example exam papers and markschemes for you to practice with.

○ AQA - http://www.aqa.org.uk/exams-administration/exams-guidance/find-past-papers-and-mark-schemes

○ Edexcel - http://qualifications.pearson.com/en/support/support-topics/exams/past-papers.html

○ OCR - http://www.ocr.org.uk/i-want-to/download-past-papers/

Once you know which way to revise works for you, here are my general tips for revising effectively:

● Know exactly what you need to revise for each paper;

● Organise your notes into clearly defined sections;

● Identify the most important sections for each subject;

● Complete a revision timetable, and stick to it! You can find some great revision timetable templates on google.

● Create a place at home to study that is familiar, well-equipped and quiet;

● Consult your teachers at all times, no matter how trivial the issue;

● Focus your revision – keep in mind past questions;

● Work in 25/30 minute sessions – any longer can be counter-productive;

● Sleep sensibly and eat well;

● Make time to relax and get away from it all – rewards are very important!
 ● Enjoy it – learning at this level can and should be fun;

● And REMEMBER – if, at any time, you feel you are struggling and things are getting too much, don’t suffer in
silence; tell your tutor/teacher/year head –
they can help!

I hope you find this pack helpful. If you have any questions please feel free to drop me an email or come and find me. Last
but no means least….