Posts Tagged ‘GCSE’

Year 11 Revision update

Below is an update for your Revision Pack for 2015. Well done for how you have coped with this year. I know it’s been tough and a lot to cover.

Don’t forget there are two exams.

1) SDME (Sustainable Decision Making Exercise) exam on 19th May – topic is Economic Development which means anything to do with aid, industry, location of industry and the impacts of these on the environment. This could include how companies such as Coca Cola impact the area, or how tourism changes and impacts a place over time, or how aid is given to help places. It is the exam that has a resource pack and you have to be able to analyse the resources, quote from them, and make a decision about how best to manage a situation (e.g. how to manage the impacts of tourism, how to give aid sustainably, how to manage industrial location and their impacts, etc.)

2) Key Themes exam on 3rd June is on the remaining three units: Rivers & Coasts, Population & Settlement, Tectonic & Climatic Hazards. This is the exam where you absolutely MUST know your case studies and be able to write in developed paragraphs including specific fact.

Revision workshops are available every Monday or Tuesday after school in G1, plus Thursday lunch times to drop in and ask for help individually. Next half term, every Saturday I will be available from 10-2 in G1 for help – and will provide cake and goodies. Then in May half term I will offer revision days on the Monday and Tuesday from 10-2 and will provide pizza / treats. You don’t have to come for the whole time, just drop in for an hour. Practise some exam Qs, get me to check over a case study. Whatever. We are here to help but YOU need to turn up and come knowing what you need to revise!

So here is the revision pack. Enjoy!

Ms D 🙂


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There are loads of materials available on this site to help you check EVERY topic you need to know. There are also the resources available only to you via OneDrive (check your school email account and FROG for the link) which has past papers and bits in there.

Remember there are two exams: 

19th May SDME – Sustainable Decision Making Exercise. Topic = Economic Development.

3rd June KGT – Key Geographical Themes. Rivers & Coasts, Population & Settlement, Natural Hazards.

For the SDME you need to be able to understand concepts and be able to analyse resources (e.g. photos, maps, statistics) and refer to example places. You do not need to have memorised lots of case studies for this. This is the essay exam.

For the Key Themes exam you have to understand processes and concepts but the key ‘make or break’ feature is the case study! You MUST learn these. Case studies are worth a whole grade in themselves and are weighted to be more valuable. You need to be able to remember some key facts from a case study and then be able to use these facts to write a developed answer. So, for example, for a tectonic LEDC hazards you would remember: Haiti, 2010, approx 230’000 died, magnitude 7.0 Richter, poor government response and loss of sanitation meant cholera spread. From these you can then write a developed answer that explains why the earthquake occurred (from your own theory knowledge), what the key impacts were, and how it was managed. Simples.

There are revision materials available here:

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Just a reminder that there are resources on this blog to help with your Controlled Assessment. First up is perfecting the introduction or ‘Setting the Scene’.

This is the first impression you give to myself and the examiner about how good a geographer you are. It is important to write in a formal future tense – of what you are going to do. You are not answering the question here, you are introducing the project and what will be done. It is essential that you include links to theory in here, e.g. longshore drift, how geology can influence a coast, what geomorphology is, what geology means, what distinctive means, how waves work and the difference between destructive and constructive waves, why coastal management is used and how it can influence. You are basically saying to the examiner ‘look, I don’t know the answers yet but this is what I already think based on my knowledge of coasts already’. It is what sets you apart from non-geographers. Anyone can say ‘this is a beach, it has different types of material, it has a cliff’ – the GCSE Genius Geographer (all of you!) will say ‘I expect to see a beach that has been formed by constructive waves and longshore drift, this is when…………….’ .

The powerpoint from the lesson is here:

And from the first lesson:

Don’t forget you can email me at any point, and attend workshop on Mondays for help.

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Year 10 – your controlled assessment resources are on here to refer to. I’ll add more in as we get through.

Remember the topic: “To what extent is geology the main influence on the distinctive coastal landforms of Hengistbury Head?”

You can argue that geology is or is not the main influence – ‘to what extent’ means ‘how much’, so you need to evaluate the influence of geology.

First you need to define ‘distinctive’. Then you need to decide what landforms are distinctive at Hengistbury Head. then you can evaluate what has had an influence on these landforms.

Consider: What coastal landforms are there? Are they distinctive? How does geology have an impact? What other influences are there? What coastal processes are involved? How do they influence the landforms? What is the impact of people? Is there evidence of coastal management and how does this effect the landforms?




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Below are files useful for Year 11 for your revision. 

There are example questions to practise, some model answers (that are in more detail than you would need to know – remember it is just 3 fully developed points) and the revision pack itself. Don’t forget to work through your checklists and keep on ploughing. 

And remember the SDME is different – based on resource analysis and the essay.

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Part of the GCSE course is learning how to apply geographic skills to investigate something and then form conclusions.

Investigation skills in Geography can include a range of tools such as:

– Using ICT to complete research and find appropriate evidence
– Analysing graphs
– Interpreting and analysing maps (O.S. maps and satellite Google Earth maps)
– Using GIS
– Analysing images / video
– Literacy skills (synthesising your research into something useful to answer exam questions)
– Producing and analysing sketches
– Referring to evidence

It can be really tricky. But one way of thinking about any kind of skills investigation is to READ:

R – recognise the pattern (identify what is being shown, e.g. a map showing steep land)
E – explain what you see (use evidence, e.g. contour lines are close together)
A – analyse the information (is it reliable, can you compare it to other information, draw fact, e.g. contour lines are spaced 20metres apart and are very close together near the top of the hill and at the peak it reached 1058m)
D – describe your thinking (put into words everything you are thinking, link all the evidence together and describe it to link back to a point, e.g. I can tell that the land is steep in this area because the map shows that the contour lines are very close together. For example, at the base of the hill the land is only 20m high but the contour lines are then close together and rise up to a peak of 1058m at the summit.)

This is similar to using PEEL like you would for detailed answers: Point, Evidence, Explain, Link.

These methods will work for any kind of evidence really, and for any kind of question. So get in the habit and use those geographic skills to ‘prove it’.

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Part of the population unit considers the movement of people to live or work – aka migration. You need to be able to define types of migration, consider push and pull factors, evaluate the positive and negative views on the impacts of migration (both on the host country and the country of origin), and explain how migration might be managed. We look at examples of internal migration (e.g. rural-to-urban) and international migration.

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