2017 Edexcel AS-A2 Geog (2016)

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Specification and new Exemplars

http://qualifications.pearson.com/en/qualifications/edexcel-a-levels/geography-2016.coursematerials.html#filterQuery=category:Pearson-UK:Category%2FTeaching-and-learning-materials&filterQuery=category:Pearson-UK:Document-Type%2FExemplar-student-material

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From the Edexcel online pdf relating to the new Geography A Level 2016
Qualification aims  and  objectives This  specification  for  the  discipline  of  geography  encourages  students  to gain  enjoyment, satisfaction  and a  sense of  achievement  as  they  develop their  knowledge and understanding of  the subject. 

 This  A  Level course  will  enable students  to  be inspired by  their  geographical understanding,  to engage  critically  with  real world  issues  and  places,  and  to apply  their geographical knowledge,  theory  and  skills  to the  world  around  them.  Students  will  grow  as independent  thinkers  and as  informed and engaged citizens,  who  understand the role and importance  of  geography  as  one  of  the  key  disciplines  relevant to understanding  the  world’s changing peoples,  places  and environments. 

The  aims  and  objectives  of  this  qualification  are  to enable  students  to build  on  their  AS knowledge  and  skills  to: 

●  develop  their  knowledge  of  locations,  places,  processes  and  environments,  at all geographical scales  from  local to global across  the  specification  as  a  whole 

●  develop an  in-depth  understanding of  the selected core and non-core  processes in  physical and  human  geography  at  a range  of  temporal  and  spatial  scales,  and  of  the  concepts  that illuminate  their  significance  in  a  range  of  locational contexts 

●  recognise and be able to  analyse the complexity  of  people–environment interactions  at all geographical  scales,  and  appreciate  how  they  underpin  understanding of  some  of  the key issues  facing  the  world  today 

●  develop their  understanding of,  and ability  to  apply,  the concepts  of  place,  space,  scale and  environment,  that  underpin both the  national  curriculum  and  GCSE,  including developing a  more nuanced understanding of  these concepts 

●  gain  understanding  of  specialised  concepts  relevant to the  core  and  non-core  content. These must  include the concepts  of  causality,  systems,  equilibrium,  feedback,  inequality, representation,  identity,  globalisation,  interdependence,  mitigation  and  adaptation, sustainability,  risk,  resilience  and  thresholds 

●  improve  their  understanding  of  the  ways  in  which  values,  attitudes and  circumstances have an  impact  on  the relationships  between  people,  place and environment,  and develop the  knowledge  and  ability  to engage,  as  citizens,  with  the  questions  and  issues  arising (‘circumstances’  in  this  case  refers  to the  context of  people’s lives,  and  the  socio-economic and  political milieu  in  which  they  find  themselves) 

●  become  confident and  competent in  selecting,  using  and  evaluating  a  range  of  quantitative and  qualitative  skills  and  approaches,  (including  observing,  collecting  and  analysing geolocated  data)  and  applying  them  as  an  integral part of  their  studies 

●  understand the fundamental  role of  fieldwork  as  a  tool  to  understand and generate new knowledge about  the real  world,  and become skilled at  planning,  undertaking and evaluating  fieldwork  in  appropriate  situations 

●  apply  geographical  knowledge,  understanding,  skills  and approaches  in  a  rigorous  way  to a  range  of  geographical questions  and  issues,  including  those  identified  in  fieldwork, recognising  both  the  contributions  and  limitations  of  geography 

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●  develop as  critical  and reflective learners,  able to  articulate opinions,  suggest  relevant  new ideas  and provide evidenced argument  in  a  range of  situations 

●  build  on  knowledge  of  contexts,  locations,  places  and  environments,  by  extending  the scope  and  scale  of  study,  the  variety  of  physical,  social,  economic,  cultural and  political contexts  encountered,  the depth  of  conceptual  understanding required,  and the range of spatial  and  temporal  scales included 

●  develop a  deep understanding of  both  physical  and  human  processes,  applying  this understanding to  interrogate people–environment interactions  and  people–place connections  at all scales  from  local to global 

●  build  on  and  reinforce  conceptual  understanding  underpinning  GCSE,  experiencing an extended demand that  includes  a  wider  range of  more complex  and specialised  concepts that relate  to the  core  and  non-core  content 

●  engage  with  models,  theories  and  generalisations,  and  develop  a  mature  understanding  of the  nature  and  limitations  of  objectivity  and  the  significance  of  human  values and attitudes 

●  develop  understanding  of  the  rationale  for,  and  applications  of,  skills  and  approaches used,  showing  a  considerable degree of  independence in  selecting and using a  wide range of  geographical  methods,  techniques  and  skills,  involving  both  qualitative  and  quantitative methods 

●  undertake  fieldwork  that encourages  them  to  apply  and  evaluate  theory  in  the  real world, and  that  A  Level  fieldwork  in  particular  demands  a  high  degree of  responsibility  from students  for  selecting research  questions,  applying relevant  techniques  and skills,  and identifying  appropriate  ways  of  analysing  and  communicating  findings. 

Geographical  skills 

This  qualification  requires  students  to evidence  a  variety  of  geographical skills,  showing  a critical awareness  of  the  appropriateness  and  limitations  of  different methods,  skills  and techniques. Full  details  of  the required  geographical skills  are  given  in  Appendix  1:  Geographical  skills. 

Fieldwork 

A  Level students  must complete  a  minimum  of  four  days  of  fieldwork.  Fieldwork  must be carried  out in  relation  to processes  in  physical and  human  geography.  This  is  a  Department for  Education  (DfE)  requirement.  Centres  will  be required to  provide evidence of  this fieldwork  in  the  form  of  a  written  fieldwork  statement.  The fieldwork  statement  represents  a true  and  accurate  written  declaration  made  by  a  centre  to Pearson,  confirming  that a  student to  which  that  centre has  delivered the A  Level  Geography  assessment  has  undertaken geographical  fieldwork  over  four  days  and  in  both  physical and  human  environments. Pearson  will publish  the  final deadline  date  for  submission  of  this  form  on  our  website.  Failure to return  the  Fieldwork  Statement on  time  will constitute  malpractice  on  the  part of  the Centre,  see page 86.   In the  non-examination  assessment  component,  students  are required to  undertake an independent  investigation  that  involves  (but  need not  be restricted to)  fieldwork,  producing a written  report.  Students’  investigations  will incorporate  fieldwork  data  (collected  individually or  as part  of  a group). Full details  of  the  required  fieldwork  skills  are  provided  in  Appendix  2:  Fieldwork  skills. 

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