1. Living with the physical environment

This unit is concerned with the dynamic nature of physical processes and systems, and human interaction with them in a variety of places and at a range of scales. The aims of this unit are to develop an understanding of the tectonic, geomorphological, biological and meteorological processes and features in different environments, and the need for management strategies governed by sustainability and consideration of the direct and indirect effects of human interaction with the Earth and the atmosphere.

Section A: The challenge of natural hazards

1. Natural hazards
2. Tectonic hazards
3. Weather hazards
4. Climate change

Section B : The Living World

1. Ecosystems
2. Tropical rainforests
3. Hot deserts

Section C : Physical landscapes in the UK

1. Physical landscapes in the UK
2. Coastal landscapes in the UK (Covered in the summer of Year 9)
3. River landscapes in the UK

1. Living with the human environment

This unit is concerned with human processes, systems and outcomes and how these change both spatially and temporally. They are studied in a variety of places and at a range of scales and must include places in various states of development, such as higher income countries (HICs), lower income countries (LICs) and newly emerging economies (NEEs). The aims of this unit are to develop an understanding of the factors that produce a diverse variety of human environments; the dynamic nature of these environments that change over time and place; the need for sustainable management; and the areas of current and future challenge and opportunity for these environments.

Section A: Urban issues and challenges

1. Urbanisation and urban growth
2. Urban opportunities and challenges: A case study of a major city in an NEE – Rio de Janeiro, Brazil
3. Urban change in cities in the UK: A case study of a major city in the UK – Bristol
4. Urban sustainability

Section B: The changing economic world

1. The development gap
2. NEEs are rapid economic development: A case study of one NEE – Nigeria
3. Economic futures in the UK

Section C: The challenge of resource management

1. Resource management
2. Water resources

3. Geographical applications

The Geographical applications unit is designed to be synoptic in that students will be required to draw together knowledge, understanding and skills from the full course of study. It is an opportunity for students to show their breadth of understanding and an evaluative appreciation of the interrelationships between different aspects of geographical study.

Section A : Issue evaluation 

The issue(s) will arise from any aspect of the compulsory sections of the subject content but may extend beyond it through the use of resources in relation to specific unseen contexts. Students develop knowledge and understanding of physical geographical themes and human geographical themes. This section is synoptic, and the assessment will require students to use their learning of more than one of the themes in units so that they can analyse a geographical issue at a range of scales, consider and select a possible option in relation to the issue(s) and justify their decision.  

A resource booklet will be available twelve weeks before the date of the exam so that students have the opportunity to work through the resources, enabling them to become familiar with the material. Students will not be allowed to take the original resource booklet into the examination room but will be issued with a clean copy of the exam. Sources could include maps at different scales, diagrams, graphs, statistics, photographs, satellite images, sketches, extracts from published materials, and quotes from different interest groups.

Students will develop a critical perspective on the issue(s) studied, consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives.

Section B: Fieldwork

In year 11 fieldwork students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise. There should be a clear link between the subject content and geographical enquiries, and the enquiries can be based on any part of the content addressed in units.