Unit3revisiontechnique

Verbatim comments from a very experienced, valued examiner:

Ways to Shoot Yourself in the Foot:

19. waste precious time writing out the question34. write a laborious, opening scene-setter paragraph41. write such a beautiful PLAN that it ends up longer than the actual answer! 43. write long-winded elaborate descriptive sentences of the resource.45. regurgitate what is on the resource and not even manipulate it or the data on it.48. ignore the key words “suggest reasons”, “and the environment”, two “contrasting”, “within and between”, “using examples”49. poor time management

3. Section A of the exam

Candidates should be very strict with timings, and

keep an eye on the exam room clock

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.

Section A data response

Using the resources effectively is one of the keys to exam success.

GraphsPhotos

Diagram

Tables

Resources 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

Assess, Evaluate, Discuss – A2 Level e.g. Section A part ‘b’ questions and Section B

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’

a) Suggest how water resources and human well being might be affected by the data in figure 2 (10)

b) Using named examples, ASSESS the role of different players and decision makers in trying to secure a sustainable water future (15)

Unit 3 Synoptic Themes

Players

Actions

Futures

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

LOGGERS – an area of timber resources that

could be exploited

TOURISM INDUSTRY – an area for

making profits, but

also requiring

conservation to maintain

visitor numbers

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

Activity 3: Smart case studies

• Ideal is to use a mix of case studies (paragraph max.) and examples (1 -2 lines).

• These need to be selected on the basis of the question, not just used ‘whatever’.

• After selecting the case study / example, further selection of relevant information is needed.

• This can then be applied to the question.• Candidates need to realise that examples / case

studies can have many uses in different question contexts.

Section A:Selectively use significant / key information sifted from the

resource and re-produced selectively (rather than copying all of the information out).

Supporting ideas are needed too - candidates need to add their own knowledge about places, people or processes (clearly adding extra dimensions to what the resource has shown).

Sharply focused answers will do well e.g. those that only contain “need to know” information (rather than “nice to know” information such as lengthy definitions of text book terms).1. Make the correct choice – 5 minutes to read + assess all Qs.

2. Selectively use significant / key information sifted from the resource and re-produced selectively (rather than copying all of the information out). Remember ‘stimulus’

3. Supporting ideas are needed too - candidates need to add their own knowledge about places, people or processes (clearly adding extra dimensions to what the resource has shown).

Careful unpicking of the Question....

Slide 13

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 one-sided

DETAIL – example specific facts and

figures

STRUCTURE – logical and organised writing

EVALUATIVE – moving towards an overview / brief

conclusion

Activity 5: Evaluative style in the ‘b’s

• Command words usually either ‘assess’ or ‘evaluate’ – sometimes ‘assess the extent’ or ‘evaluate the relative importance of’

• Addressing these crucial to L3 / L4 marks

• Candidates need to be weighing up views, deciding on importance, moving towards a judgement / conclusion

• Use the language of assessment / evaluative style

However On the other hand

But Nevertheless

In conclusion An alternative

view On balance

In contrast Yet

Although

Mark scheme 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

Section A summary: Top 5 tips• BALANCE – between ‘a’ and ‘b’ in terms of marks

available i.e. 10 and 15.• RANGE of examples and (possibly) case studies

rather than 1 or 2 ‘biggies’.• ADAPT what has been learned in class to suit the

question e.g. the water question is not always about conflict.

• JUDGE the meaning of the question by reading it carefully, not deciding on the basis of the Figure, or the expected question.

• WEIGH-UP different perspectives using evaluative language to achieve Level 4 marks.

Lucky Dip – Exam Questions

ENERGY SECURITY: 1, 2 or 3 WATER CONFLICTS: 1, 2 or 3

SUPERPOWERS: 1, 2 or 3 DEVELOPMENT GAP: 1, 2 or 3

Energy Security Referring to examples, examine the issues when assessing

global reserves of energy.

(15 marks)

Discuss how far economic development can be affected by energy security. (15 marks)

The development of alternative energy sources is a possible response to future energy demands. Assess the possible costs and benefits of this approach. (15marks)

Click here to return to home slide

Water Conflicts

Referring to examples, assess the validity of the statement that ‘water conflicts are as much to do with water quality as quantity’. (15 marks)

Referring to examples, assess the potential for water conflict in areas where demand exceeds supply. (15 marks)

Using named examples, assess the role of different players and decision makers in trying to secure a sustainable ‘water future’. (15 marks)

Assess the likely environmental and socio-economic impacts of the different proposals for coping with water shortages in different countries. (15 marks)


Superpowers Evaluate the factors which lead to superpower status. (15

marks)

Using examples, assess the view that the relationship between the developed and the developing world is a neo-colonial one. (15 marks)

Explain how membership of Intergovernmental Organisations gives some countries political and economic power. (10 marks)

Assess the view that economic development is not possible without causing environmental degradation. (15 marks)

To what extent is the USA the world’s ‘cultural superpower’? (15 marks)


Superpowers (Topic in Blue, Focus in Red)

Evaluate the factors which lead to superpower status. (15 marks)

Evaluate the factors which lead to superpower status. (15 marks)







Development Gap Give reasons why the world’s megacities have become poverty

hotpots? (10 marks)

Examine the role played by debt in maintaining a global development gap. (15 marks)

Examine the barriers that exist against the expansion of trade in some developing countries. (15 marks)

Based on your evaluation, justify that future development projects should be managed in a bottom-up way? (15 marks)


Unit3revisiontechnique

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