Support and guidance - Unit 3, Contested Planet

Report
6GEO3 Unit 3 Contested Planet
Overview and Skills
What is this presentation about?
• This presentation gives
you an overview of Unit
3, Contested Planet
• It outlines the content
and structure of the Unit
• The three synoptic
themes of the Unit are
explored – these are
players, actions and
futures.
• Some key advice is given
for each of the two parts
of the examination
(Sections A and B)
Energy
Security
Technological
Fix?
Water
Conflicts
Contested
Planet
Biodiversity
Under
Threat
Bridging the
Development
Gap
Superpower
Geographies
CONTENTS
1.
2.
3.
4.
Content and structure
Synoptic themes
Section A of the exam
Section B of the exam
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1. Content and structure
AS Level
Unit 1 Global
Challenges
60%
CORE
Unit 2
Geographical
Investigations
40%
OPTIONS
A2 Level
Unit 3
Contested Planet
60%
CORE
UNIT 4
Geographical
Research
40%
OPTIONS
• Unit 3 forms the Core of
A2 Geography
• As with AS level, the
weighting of the units is
skewed towards the Core
unit.
• There are no Options in
Unit 3, all of the content
in the specification
should be covered.
The 6 topics of Contested Planet
• The 6 topics in Contested Planet combine into a linked sequence.
• This firstly explores resources, then the differences between rich
and poor.
• Finally a range of solutions to global problems and inequalities are
examined in ‘Technological Fix’. This last topic is summative and
would benefit from being taught last.
Resources
•1. Energy Security
•2. Water Conflict
•3. Biodiversity under
Threat
Wealth and
Power
•4.Superpower
Geographies
•5.Bridging the
Development gap
Solutions
•6. The
Technological
Fix?
Examination Structure
• The Unit 3 exam has two sections,
A and B
• Section A has an element of choice
for candidates ( 2 questions from
5)
• Section B is compulsory for all
candidates
• Students must manage the balance
of time spent on Sections A and B
• The 5 section A questions are
based on 5 or the 6 topics in the
specification
• The sixth topic forms the basis of
the Synoptic Pre-Release resource
booklet
2 ½ hour exam
90 marks
Section A: Complete 2 questions
from a choice of 5; questions are
worth 25 marks (10 mark part ‘a’
and 15 mark part ‘b’)
80 minutes
Section B: 3 Linked sub questions
(6a, 6b, 6c) with a combined total
of 40 marks, forming an Issues
Analysis.
70 minutes
Section B Synoptic topic
• The topic for Section B is
selected at random
• The topic chosen cannot
repeat within a single
year e.g. Water Conflicts
in January and June of
one year
• However, a topic could
re-appear in the
following year
• The two diagrams
illustrate the relationship
between Sections A and B
for two different exam
sittings
Section A
•Q1
•Q2
•Q3
•Q4
•Q5
Water Conflicts
Energy Security
Biodiversity under Threat
Bridging the Development Gap
Technological Fix?
•Q6a-c Superpower Geographies
Section B
Section A
•Q1
•Q2
•Q3
•Q4
•Q5
Water Conflicts
Energy Security
Biodiversity under Threat
Superpower Geographies
Technological Fix?
•Q6a-c Bridging the Development Gap
Section B
Teaching and Learning
•
•
•
•
Only teaching 3 or 4 of the six
Contested Planet topics will restrict
student choice in Section A of the exam
Only teaching 3 or 4 topics will reduce
synoptic opportunities in Section B
‘Technological fix?’ examines a range of
contrasting solutions to global and local
issues related to energy, water, food
supply and environmental issues – many
of these approaches are integrated into
the Water Conflicts, Energy Security
and Bridging the Development Gap
topics making Technological Fix? a
summative overview of the Unit.
There are strong links between Unit 1
at AS Level and Unit 3 at A 2 level
which should be drawn out to assist
students with the Section B issues
analysis (see diagram for example)
Biodiversity
reduction due
to climate
stress
Geoengineering
fixes as a
‘solution’ to
global warming
Superpowers
and emerging
powers as the
main
greenhouse gas
emitters
Climate
Change
at AS
level
Water stress
made worse by
increasing
aridity
Fossil fuel use
contributing to
climate change
2. Synoptic themes
• Three synoptic themes run
through the Unit 3
specification
• These themes are referred
to directly in the
specification
• It is important to consider
examples and case studies
in the context of these
themes
• The themes will appear as
the focus for some
questions in both Section A
and Section B
Players
Unit 3
Synoptic
Themes
Futures
Actions
Players
• Players focuses on the
organisations, groups
and individuals who
have a role to play
within an issue
• Players might be
thought of as ‘decision
makers’ or
‘stakeholders’
• Players may hold very
different views on an
issue, because they
have different opinions
and values
• It is important students
understand these
different positions and
perspectives
CONSERVATIONISTS –
an area of biodiversity
to be protected from
human activity
INDIVIDUALS– an area to
be enjoyed and
explored; expectation
that facilities and
amenities will be
available
TOURISM
INDUSTRY – an
area for
making profits,
but also
requiring
conservation to
maintain
visitor numbers
LOGGERS – an area of
timber resources that
could be exploited
WATER INDUSTRY – an
important source of
freshwater to supply
homes and industry
Actions
• Actions focuses on both
the scale and standpoint
of actions
• There is a hierarchy of
actions at different scales
• There is often debate
over which scale of
management is best for a
particular issue
• Often an issue is managed
at several scales
• Chosen actions are
influenced by players’
standpoints, especially
political and economic
beliefs
Global
agreements
and
international
action
National policy
and management
Local governance and
individual actions
Neo-liberal
Socialist
Grassroots
Focus on
commercial
solutions and
less government
influence
Focus on
national
planning and
targets, often
top-down
Focus on
bottom-up and
sustainable,
small scale
initiatives
International,
market-led
National,
government led
Local,
community led
Futures
•
Futures focuses on the direction the
contested planet should take
• Three future scenarios are
recognised:
Business as usual
Sustainable
Radical
• The first implies humans continue to
behave in similar ways to the past
i.e. high consumption and pollution
• Sustainable futures suggests
stabilising consumption and human
environmental impacts
• Radical implies concerted action to
reverse environmental degradation
• Each of the three futures have very
different consequences and are
supported by different players
• Each approach has very different
costs and benefits
3. Section A of the exam
• The five Section A questions
are each worth 25 marks
• Each question is split into a
10 mark part ‘a’, based on a
Figure (resource) and a 15
mark part ‘b’.
• Candidates should choose
two questions
• Spend no more than 40
minutes on each Section A
question
• Answers should be written
in the dedicated space
provided in the answer
booklet 
Candidates should be very
strict with timings, and keep
an eye on the exam room clock
Resources
• Section A resources will be a mixture of graphs, maps, diagrams and
other illustrative material such as cartoons
• Some text may be present and this should always be carefully read
• Figures are provided as data stimulus, and candidates will not be asked
to ‘describe’
• Answers should focus on explanation and reasoning
• Interpretation of Figures is a skills candidates should practice.
Carefully read Figure titles,
as well as scales, axes and
keys if present
Look for patterns, trends and
relationships and seek to
explain these
Read any text, or notes,
carefully
Command words
• Command words at A2 level will be different to those at AS
level; some examples are shown below
• In Section A in Unit 3 the ‘a’ parts will often use ‘explain’ or
‘suggest reasons’ whereas the ‘b’ parts will often focus on the
higher level skills of ‘assess’ and ‘evaluate’
Assess,
Evaluate,
Discuss – A2
Level e.g.
Section A part
‘b’ questions and
Section B
Explain, suggest
reasons – AS Level
and A2 level e.g. Unit
3 Section A part ‘a’
questions and Section
B
Describe, Contrast – AS Level
Examples and case studies
• Students must use examples to
illustrate their argument and
discussion when ever they can –
even when not directly asked to
do so in the question.
• This is especially important
when questions use phrases such
as ‘costs and benefits’ or
‘advantages and disadvantages’.
• Avoid relying on one major case
study as this often produces
descriptive and unbalanced
responses – a range of smaller
examples illustrating several
different aspects of the question
is preferable
RANGE – more than one
example
BALANCE – avoid being onesided
DETAIL – example specific
facts and figures
STRUCTURE – logical and
organised writing
EVALUATIVE – moving
towards an overview /
brief conclusion
Mark schemes
• All A2 work is Levels marked; there is no point marking
• Levels mark schemes have a step-like structure, which
successive levels requiring higher skills and greater precision:
Assessment
Some examples
Range of
examples
Some examples
Balanced
Balanced costs
and benefits
Descriptive
comments
Some structure
Structured
Carefully
structured
Level 1
Level 2
Level 3
Level 4
4. Section B of the exam
• Section B is a synoptic issues
analysis
• It is based on pre-release
resources in the form of a 5-6
page booklet
• Usually the resources will be
based on a region such as Europe,
the Middle East or North America
• They will focus on ONE of the
topics from Unit 3 e.g. Water
Conflicts of Superpower
Geographies
• The resources are written to LINK
to other topics; there will be
both obvious and more subtle
linkages.
What is in the pre-release?
• Text
• Key words / terms
• Figures – maps, tables,
graphs etc
• Views of players
• Websites for further
research
• Options / choices may be
included
The pre-release phase
• During the prerelease phase the
aim is to become
so familiar with
the resource
booklet that it
does not have to
be ‘read’ in the
exam
• Spending time in
the exam reading
and searching for
information will
waste time
Make a glossary of
key terms and
research any new
ideas and themes
Analyse the
‘Views’ and be
prepared to quote
them
Think about
comparisons to
parallel examples
Working
with the
prerelease
Look for synoptic
links to other Unit
3 and Unit 1
topics, and global
themes such as
Climate Change or
the Dev. Gap
Look for evidence
of players, actions
and futures
Do some selective
research using the
websites (and
your own)
Questions
• There will be 3 questions, forming a linked sequence (6a, 6b, 6c)
• Total marks are 40; the tariff for each question will be in the 10Refer to Figures and Views
18 range.
directly e.g. “Fig 2 shows
that…”
Use examples and ideas
from your whole course,
where relevant
The first question will tend
to ‘set the scene’ or make
you focus on a key issue
Other questions will
require you to assess or
evaluate
Being synoptic
• In order to reach the top levels of the Mark Scheme in Section B,
synopticity is required
• Essentially this means going beyond only relying on the resources printed
in the Resource Booklet
• This can be achieved in several different ways:
Wider research
• Facts, figures and ideas from the suggested websites, or your own
sources such as Geography Review or many other sources;
remember to state your source
Parallel examples
• Comparing the situation(s) in the Resource Booklet to others you
know of, briefly, to draw out similarities and differences, or
suggest how the situation might be managed.
Synoptic Links
•Making links to other topics in Unit 3, or other AS / A2 Units; this might
involve bringing in models, theories or examples from elsewhere in your
course
Context themes
• Making links to the three synoptic themes of players, actions and
futures, as well as global themes such as climate change, the
development gap, sustainability etc.
Final points on Section B
• Make sure at least 70 minutes are set aside to
complete Section B
• Write to the mark allocation; a question worth
10 marks does not require an answer 3 sides
long; a 16 mark question will need more than
¾ of one side.
• Diagrams and tables are acceptable as part of
an answer; complicated tables and scoring
systems are not anticipated and will tend to
take too long to complete
• Highlight key and command words; for longer
questions a very brief plan may help structure
answers

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