In this revision session, we will be looking at the topics we have covered.

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In this revision session, we will be looking at
the topics we have covered. For each, we will lay
out the main principles and what you are expected
to know. There are always major PROCESSES that
should be fully understood. There are also
reminders of what the examiners are looking for
in your answers.
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The examiner is looking for evidence in your
writing and sketching of the depth and detail of
your knowledge. They are also looking for
evidence of your understanding of geographical
principles. So- dont be reticent about putting
things down on paper, giving a tentative feel to
your answers.
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Remember to decide how many points to make in
your answer by dividing up the available marks.
Before starting to write the answer, ask
yourself-
Are there things that I must have in this answer,
like a named example, or a grid reference?
Do I want/ need a diagram? How much might one be
worth? What therefore will I need to put in it
to gain that number of marks?
Am I expected to only name a process here, or do
they want me to explain it as well?
After all these, how many marks still need to be
gained? How do I get them?
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Read instructions carefully, and make sure that
you do every bit that is asked of you eg
describe and explain.
If you are given data in the question, make sure
that you quote some of it in the answer! Do not
quote too much, and certainly not it all! Choose
carefully to let them see your skill-base is wide!
Watch your time, and do not spend too much time
on any one part of the question you will run out
of time for the rest. Do the sections worth most
marks first, then the tiddling bits worth one or
two only.
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Exam time
Paper one allows you about fifteen minutes for
each question, with thinking time and map-reading
time built in to that figure.
Paper two has only the two questions to answer,
at about 40 minutes each. This includes reading
and thinking time!
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Practice drawing simple, meaningful diagrams with
labels that inform rather than simply name.
Remember that the markers are looking for your
ability to identify the processes at work in the
landscape, not just remember their names.
End of general Revision summary
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Now let us look at the actual content of the
course. what you should be familiar with by now!
Remember that you can be asked about ANY of the
topics taught in the course. If you choose to
study one more than another, you could end up
with few marks! Remember also that you are
expected to answer questions about the areas you
have actually studied in class!
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• LITHOSPHERE UNIT
• divided into -
• The introduction to rock types and properties
• Glacial erosion and deposition features in
  uplands
• Carboniferous Limestone features
• Coastal erosion and deposition features
• Mass movements found within these areas

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1. Whereabouts in the UK we can find such
scenery. 2. What the scenery looks like. 3. The
processes involved in creating that scenery, and
modifying it, too. 4. How to sketch meaningful
diagrams to illustrate and enhance your written
explanations. 5. The technical terms used in
discussing the scenery and features. 6. Examples
of localised place-names where each feature is
found.
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It is unlikely that you will need to know why the
last Ice Age happened, or when. You are going to
be asked about the creation of the upland glacial
features. These come in two types-
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Erosion is the wearing away of the land, with the
material being taken off somewhere
different. This leaves the area ready for further
erosion.
Erosion by ice is caused in three different
ways- can you remember them, and what each does?
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Frost-shattering comes first. What does it do?
How does it do it? Where do you not get this
process happening on a mountainside? Can you
draw a simple line diagram that shows what is
going on here? What labels would you put to show
the activity taking place?
What does this process leave the rock like?
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Plucking is the next process. How does it link
to the first process? (What is the
relationship?) How does the process work? Can you
use an analogy to illustrate it more clearly?
What does this process leave the rock like? Can
you draw a diagram to illustrate this
process? What would be the best angle to draw
this from? (above / side view / oblique view/
cut-away?) What part of, say, a corrie does
plucking most affect?
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Abrasion is the last process. How does it link
to the second process? (What is the
relationship?) How does the process work? Can you
use an analogy to illustrate it more clearly?
What does this process leave the rock like? Can
you draw a diagram to illustrate this
process? What would be the best angle to draw
this from? (above / side view / oblique view/
cut-away?) What part of, say, a corrie does
abrasion most affect?
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Linked to the processes are some technical
terms- do you know what they mean, and can you
tell us something about them?
Now for some features/ landforms!
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CORRIE/ CWM/ CIRQUE
What do they look like? Where are they found?
How is one formed? What aspect do they usually
have? Explain this. Draw a series of two or three
labelled diagrams to show their formation over
time. Give a British example of one, saying where
it is.
What does one look like on a map?
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U-SHAPED VALLEY
What do they look like? Where are they found?
How is one formed? What route do they usually
take? Explain this. Draw a series of two or three
labelled diagrams to show their formation over
time. Give a British example of one, saying where
it is.
What does one look like on a map?
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