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6GEO3 Unit 3 Contested Planet Overview and Skills


6GEO3 Unit 3 Contested Planet Overview and Skills What is this presentation about? This presentation gives you an overview of Unit 3, Contested Planet It outlines the ... – PowerPoint PPT presentation

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Title: 6GEO3 Unit 3 Contested Planet Overview and Skills

6GEO3 Unit 3 Contested Planet Overview and Skills
What is this presentation about?
  • This presentation gives you an overview of Unit
    3, Contested Planet
  • It outlines the content and structure of the Unit
  • The three synoptic themes of the Unit are
    explored these are players, actions and
  • Some key advice is given for each of the two
    parts of the examination (Sections A and B)

  • Content and structure
  • Synoptic themes
  • Section A of the exam
  • Section B of the exam

Click on the information icon to jump
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1. Content and structure
AS Level AS Level
Unit 1 Global Challenges 60 CORE Unit 2 Geographical Investigations 40 OPTIONS
A2 Level A2 Level
Unit 3 Contested Planet 60 CORE UNIT 4 Geographical Research 40 OPTIONS
  • Unit 3 forms the Core of A2 Geography
  • As 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.

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.

Examination Structure
2 ½ hour exam 90 marks Section A Complete 2
questions from a choice of 5 questions are worth
25 marks (10 mark part a and 15 mark part b)
80 minutes Section B 3 Linked sub questions
(6a, 6b, 6c) with a combined total of 40 marks,
forming an Issues Analysis. 70 minutes
  • The Unit 3 exam has two sections, A and B
  • Section A has an element of choice for candidates
    ( 2 questions from 5)
  • Section B is compulsory for all candidates
  • Students must manage the balance of time spent on
    Sections A and B
  • The 5 section A questions are based on 5 or the 6
    topics in the specification
  • The sixth topic forms the basis of the Synoptic
    Pre-Release resource booklet

Section B Synoptic topic
  • The topic for Section B is selected at random
  • The topic chosen cannot repeat within a single
    year e.g. Water Conflicts in January and June of
    one year
  • However, a topic could re-appear in the following
  • The two diagrams illustrate the relationship
    between Sections A and B for two different exam

Teaching and Learning
  • Only teaching 3 or 4 of the six Contested Planet
    topics will restrict student choice in Section A
    of the exam
  • Only 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)

2. Synoptic themes
  • Three synoptic themes run through the Unit 3
  • These themes are referred to directly in the
  • It is important to consider examples and case
    studies in the context of these themes
  • The themes will appear as the focus for some
    questions in both Section A and Section B

CONSERVATIONISTS an area of biodiversity to be
protected from human activity
  • Players focuses on the organisations, groups and
    individuals who have a role to play within an
  • 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
  • It is important students understand these
    different positions and perspectives

INDIVIDUALS an area to be enjoyed and explored
expectation that facilities and amenities will be
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
LOGGERS an area of timber resources that could
be exploited
  • Actions focuses on both the scale and standpoint
    of actions
  • There is a hierarchy of actions at different
  • 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

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 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
  • Each approach has very different costs and

3. Section A of the exam
  • The five Section A questions are each worth 25
  • Each question is split into a 10 mark part a,
    based on a Figure (resource) and a 15 mark part
  • Candidates should choose two questions
  • Spend no more than 40 minutes on each Section A
  • Answers 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
  • 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.

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
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

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
Mark schemes
  • All A2 work is Levels marked there is no point
  • Levels mark schemes have a step-like structure,
    which successive levels requiring higher skills
    and greater precision

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
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 booklet
  • Usually the resources will be based on a region
    such as Europe, the Middle East or North America
  • They will focus on ONE of the topics from Unit 3
    e.g. Water Conflicts of Superpower Geographies
  • The resources are written to LINK to other
    topics there will be both obvious and more
    subtle linkages.
  • What is in the pre-release?
  • Text
  • Key words / terms
  • Figures maps, tables, graphs etc
  • Views of players
  • Websites for further research
  • Options / choices may be included

The pre-release phase
  • During 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 exam
  • Spending time in the exam reading and searching
    for information will waste time

  • There will be 3 questions, forming a linked
    sequence (6a, 6b, 6c)
  • Total marks are 40 the tariff for each question
    will be in the 10-18 range.

Refer to Figures and Views directly e.g. Fig 2
shows that
Use examples and ideas from your whole course,
where relevant
The first question will tend to set the scene
or make you focus on a key issue
Other questions will require you to assess or
Being synoptic
  • In order to reach the top levels of the Mark
    Scheme in Section B, synopticity is required
  • Essentially this means going beyond only relying
    on the resources printed in the Resource Booklet
  • This can be achieved in several different ways

Final points on Section B
  • Make sure at least 70 minutes are set aside to
    complete Section B
  • Write 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
  • 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 complete
  • Highlight key and command words for longer
    questions a very brief plan may help structure
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