Presentation on theme: "6GEO3 Unit 3 Contested Planet Overview and Skills"— Presentation transcript:
1 6GEO3 Unit 3 Contested Planet Overview and Skills
2 What is this presentation about? This presentation gives you an overview of Unit 3, Contested PlanetIt outlines the content and structure of the UnitThe 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)ContestedPlanetEnergy SecurityWater ConflictsBiodiversityThreatUnderSuperpower GeographiesBridging the Development GapTechnologicalFix?
3 CONTENTS Content and structure Synoptic themes Section A of the exam Section B of the examClick on the information icon to jump to that section.Click on the home button to return to this contents page
4 1. Content and structure Unit 3 forms the Core of A2 Geography AS LevelUnit 1 Global Challenges60%COREUnit 2 Geographical Investigations40%OPTIONSA2 LevelUnit 3Contested PlanetUNIT 4 Geographical ResearchUnit 3 forms the Core of A2 GeographyAs 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.
5 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.Resources1. Energy Security2. Water Conflict3. Biodiversity under ThreatWealth and Power4.Superpower Geographies5.Bridging the Development gapSolutions6. The Technological Fix?
6 Examination Structure 2 ½ hour exam90 marksSection A: Complete 2 questions from a choice of 5; questions are worth 25 marks (10 mark part ‘a’ and 15 mark part ‘b’)80 minutesSection B: 3 Linked sub questions (6a, 6b, 6c) with a combined total of 40 marks, forming an Issues Analysis.70 minutesThe Unit 3 exam has two sections, A and BSection A has an element of choice for candidates ( 2 questions from 5)Section B is compulsory for all candidatesStudents must manage the balance of time spent on Sections A and BThe 5 section A questions are based on 5 or the 6 topics in the specificationThe sixth topic forms the basis of the Synoptic Pre-Release resource booklet
7 Section B Synoptic topic Section AQ1 Water ConflictsQ2 Energy SecurityQ3 Biodiversity under ThreatQ4 Bridging the Development GapQ5 Technological Fix?Section BQ6a-c Superpower GeographiesThe topic for Section B is selected at randomThe topic chosen cannot repeat within a single year e.g. Water Conflicts in January and June of one yearHowever, a topic could re-appear in the following yearThe two diagrams illustrate the relationship between Sections A and B for two different exam sittingsSection AQ1 Water ConflictsQ2 Energy SecurityQ3 Biodiversity under ThreatQ4 Superpower GeographiesQ5 Technological Fix?Section BQ6a-c Bridging the Development Gap
8 Teaching and LearningOnly teaching 3 or 4 of the six Contested Planet topics will restrict student choice in Section A of the examOnly 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)Climate Change at AS levelBiodiversity reduction due to climate stressWater stress made worse by increasing aridityFossil fuel use contributing to climate changeSuperpowers and emerging powers as the main greenhouse gas emittersGeoengineering fixes as a ‘solution’ to global warming
9 2. Synoptic themesThree synoptic themes run through the Unit 3 specificationThese themes are referred to directly in the specificationIt is important to consider examples and case studies in the context of these themesThe themes will appear as the focus for some questions in both Section A and Section BUnit 3 Synoptic ThemesPlayersActionsFutures
10 LOGGERS – an area of timber resources that could be exploited PlayersCONSERVATIONISTS – an area of biodiversity to be protected from human activityPlayers focuses on the organisations, groups and individuals who have a role to play within an issuePlayers might be thought of as ‘decision makers’ or ‘stakeholders’Players may hold very different views on an issue, because they have different opinions and valuesIt is important students understand these different positions and perspectivesINDIVIDUALS– an area to be enjoyed and explored; expectation that facilities and amenities will be availableTOURISM INDUSTRY – an area for making profits, but also requiring conservation to maintain visitor numbersWATER INDUSTRY – an important source of freshwater to supply homes and industryLOGGERS – an area of timber resources that could be exploited
11 Actions Actions focuses on both the scale and standpoint of actions Global agreements and international actionNational policy and managementLocal governance and individual actionsActions focuses on both the scale and standpoint of actionsThere is a hierarchy of actions at different scalesThere is often debate over which scale of management is best for a particular issueOften an issue is managed at several scalesChosen actions are influenced by players’ standpoints, especially political and economic beliefsNeo-liberalSocialistGrassrootsFocus on commercial solutions and less government influenceFocus on national planning and targets, often top-downFocus on bottom-up and sustainable, small scale initiativesInternational, market-ledNational, government ledLocal, community led
12 FuturesFutures focuses on the direction the contested planet should takeThree future scenarios are recognised:Business as usualSustainableRadicalThe first implies humans continue to behave in similar ways to the past i.e. high consumption and pollutionSustainable futures suggests stabilising consumption and human environmental impactsRadical implies concerted action to reverse environmental degradationEach of the three futures have very different consequences and are supported by different playersEach approach has very different costs and benefits
13 3. Section A of the examThe five Section A questions are each worth 25 marksEach question is split into a 10 mark part ‘a’, based on a Figure (resource) and a 15 mark part ‘b’.Candidates should choose two questionsSpend no more than 40 minutes on each Section A questionAnswers 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
14 ResourcesSection A resources will be a mixture of graphs, maps, diagrams and other illustrative material such as cartoonsSome text may be present and this should always be carefully readFigures are provided as data stimulus, and candidates will not be asked to ‘describe’Answers should focus on explanation and reasoningInterpretation of Figures is a skills candidates should practice.Carefully read Figure titles, as well as scales, axes and keys if presentLook for patterns, trends and relationships and seek to explain theseRead any text, or notes, carefully
15 Describe, Contrast – AS Level Command wordsCommand words at A2 level will be different to those at AS level; some examples are shown belowIn 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 BExplain, suggest reasons – AS Level and A2 level e.g. Unit 3 Section A part ‘a’ questions and Section BDescribe, Contrast – AS Level
16 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 preferableRANGE – more than one exampleBALANCE – avoid being one-sidedDETAIL – example specific facts and figuresSTRUCTURE – logical and organised writingEVALUATIVE – moving towards an overview / brief conclusion
17 Balanced costs and benefits Mark schemesAll A2 work is Levels marked; there is no point markingLevels mark schemes have a step-like structure, which successive levels requiring higher skills and greater precision:AssessmentSome examplesRange of examplesBalancedBalanced costs and benefitsDescriptive commentsSome structureStructuredCarefully structuredLevel 1Level 2Level 3Level 4
18 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 bookletUsually the resources will be based on a region such as Europe, the Middle East or North AmericaThey will focus on ONE of the topics from Unit 3 e.g. Water Conflicts of Superpower GeographiesThe resources are written to LINK to other topics; there will be both obvious and more subtle linkages.What is in the pre-release?TextKey words / termsFigures – maps, tables, graphs etcViews of playersWebsites for further researchOptions / choices may be included
19 The pre-release phaseWorking with the pre-releaseMake a glossary of key terms and research any new ideas and themesAnalyse the ‘Views’ and be prepared to quote themLook for evidence of players, actions and futuresDo some selective research using the websites (and your own)Look for synoptic links to other Unit 3 and Unit 1 topics, and global themes such as Climate Change or the Dev. GapThink about comparisons to parallel examplesDuring the pre-release phase the aim is to become so familiar with the resource booklet that it does not have to be ‘read’ in the examSpending time in the exam reading and searching for information will waste time
20 QuestionsThere will be 3 questions, forming a linked sequence (6a, 6b, 6c)Total marks are 40; the tariff for each question will be in the range.Refer to Figures and Views directly e.g. “Fig 2 shows that…”Use examples and ideas from your whole course, where relevantThe first question will tend to ‘set the scene’ or make you focus on a key issueOther questions will require you to assess or evaluate
21 Being synopticIn order to reach the top levels of the Mark Scheme in Section B, synopticity is requiredEssentially this means going beyond only relying on the resources printed in the Resource BookletThis can be achieved in several different ways:Wider researchFacts, figures and ideas from the suggested websites, or your own sources such as Geography Review or many other sources; remember to state your sourceParallel examplesComparing 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 LinksContext themesMaking 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.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
22 Final points on Section B Make sure at least 70 minutes are set aside to complete Section BWrite 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 completeHighlight key and command words; for longer questions a very brief plan may help structure answers