ccea gcse specification in geography...delivery of the northern ireland curriculum at key stage 3....

GCSE

For first teaching from September 2017For first assessment in Summer 2018For first award in Summer 2019Subject Code: 3910

Version 2: 23 March 2017

CCEA GCSE Specification in

Geography

Version2:23March2017

Contents 1 Introduction 3 1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 41.4 Classificationcodesandsubjectcombinations

4

2 Specification at a Glance

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3 Subject Content 7 3.1 Geographicalconcepts 73.2 Integrationofskillsandtechniques 73.3 Useofcasestudies/placesforillustrationpurposesonly 83.4 Unit1:UnderstandingOurNaturalWorld 93.5 Unit2:LivinginOurWorld 183.6

Unit3:Fieldwork 25

4 Scheme of Assessment 27 4.1 Assessmentopportunities 274.2 Assessmentobjectives 274.3 Assessmentobjectiveweightings 274.4 Qualityofwrittencommunication 284.5 Reportingandgrading

28

5 Grade Descriptions

29

6 Guidance on External Assessment 31 6.1 Unit1:UnderstandingOurNaturalWorld 316.2 Unit2:LivinginOurWorld 316.3 Unit3:Fieldwork

31

7 Curriculum Objectives 33 7.1 Cross-CurricularSkillsatKeyStage4 337.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4

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8 Links and Support 36 8.1 Support 368.2 Examinationentries 368.3 Equalityandinclusion 368.4 Contactdetails 37 Summary of Changes since First Issue

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Version2:23March2017

Thisspecificationisavailableonlineatwww.ccea.org.uk

SubjectCodeQAN

3910603/1080/7

ACCEAPublication©2017

CCEAGCSEGeographyfromSeptember2017

Version2:23March2017 3

1 Introduction ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinGeography.Wehavedesignedthisspecificationtomeettherequirementsof:

• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisaunitisedcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:

• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk



1.1 Aims Thisspecificationaimstoencouragestudentsto:

• followabroad,coherentandworthwhilecourseofstudy;• activelyengageinstudyinggeographytodevelopaseffectiveandindependentlearnersandascriticalthinkerswithenquiringminds;

• developtheirknowledgeandunderstandingofgeographicalconceptsandappreciatehowtheseconceptsaffectourchangingworld;

• recognisethedifferencesandsimilaritiesbetweenpeople’sviewsoftheworld,anditsenvironments,societiesandcultures;

• developtheirresponsibilitiesasglobalcitizensandrecognisehowtheycancontributetoafuturethatissustainableandinclusive;

• developandapplytheirlearningtotherealworldthroughfieldworkandotherlearningoutsidetheclassroom;and

• gainconfidenceinmakinginformeddecisionsaboutfurtherlearningopportunitiesandcareerchoices.

1.2 Key features Thefollowingareimportantfeaturesofthisspecification.

• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.

• Fieldworkisassessedthroughanexternalexaminationsupportedbyprimarydatacollection.

• Thereisonetierofentryforallstudents.• Itprovidesasoundbasisforfurtherstudyofgeography,forexampleASandAlevelGeography.

1.3 Prior attainment Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.1.4 Classification codes and subject combinations Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis3910.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.



2 Specification at a Glance ThetablebelowsummarisesthestructureofthisGCSEcourse.

Content

Assessment

Weightings

Availability

Unit1:UnderstandingOurNaturalWorldThemeA:RiverEnvironments(25%)ThemeB:CoastalEnvironments(25%)ThemeC:OurChangingWeatherandClimate(25%)ThemeD:TheRestlessEarth(25%)

Externalwrittenexamination1hour30minsTheexaminationincludesfourmulti-partquestions,oneoneachtheme.Studentsanswerallfourquestions.

40% Summerfrom2018

Unit2:LivinginOurWorldThemeA:PopulationandMigration(25%)ThemeB:ChangingUrbanAreas(25%)ThemeC:ContrastsinWorldDevelopment(25%)ThemeD:ManagingOurEnvironment(25%)

Externalwrittenexamination1hour30minsTheexaminationincludesfourmulti-partquestions,oneoneachtheme.Studentsanswerallfourquestions.

40% Summerfrom2018



Content

Assessment

Weightings

Availability

Unit3:Fieldwork

Externalwrittenexamination1hourStudentsbasetheiranswersontheirknowledgeandexperienceoffieldwork.Studentsmustbringafieldworkstatementandtableofdataintotheexamination.Formoredetails,seeSection6.3.

20% Summerfrom2019

Studentsmusttakeatleast40percentoftheassessment(basedonunitweightings)attheendofthecourseasterminalassessment.



3 Subject Content Wehavedividedthiscourseintothreeunits.Thissectionsetsoutthecontentandlearningoutcomesforeachunit.3.1 Geographical concepts Studentsmustunderstandandapplythefollowingconcepts:

• interrelationshipsbetweenpeopleandthenaturalenvironment;• theneedtomanagebothphysicalandhumanresources;• interdependencebetweencountries;• internationalco-operationtotackleglobalissues;and• sustainabledevelopment. 3.2 Integration of skills and techniques Teachersshouldintegratethefollowingskillsandtechniqueslistedbelowintotheirteachingofthethemes.Map skills Studentsshoulduseavarietyofmaps,includingthosegeneratedbygeographicinformationsystems(GIS),todeveloptheirmapskills.Theyshouldbeableto:

• readmapsandusethefollowing:– letterandnumberco-ordinates;– four-figureandsix-figuregridreferences;– latitudeandlongitude;and– theeightpointsofthecompass;

• identifyfeaturesonaplanormapbyusingsymbolsandakey;• drawsimplesketchmapsthatarenottoscale;• demonstrateknowledgeandunderstandingofscalebymeasuringarea,straightlinedistancesandcurvedlinedistances;

• demonstrateknowledgeandunderstandingofhowreliefisrepresentedonOrdnanceSurvey(OS)maps(1:50,000);

• identifymajorrelieffeaturesonmaps;• relatecross-sectionaldrawingstorelieffeatures;• constructandinterpretmapstoshowdistributions,densitiesandflows;• analysetheinterrelationshipbetweenphysicalandhumanfactorsonmaps;• identify,describe,analyseandinterpretpatternsonmaps,including:– synopticcharts;– satelliteimages;and– aerialphotographs;and

• establishassociationsbetweenpatternsobservedonthematicmaps.



Data processing Studentsshouldbeableto:

• analyseandinterpretawiderangeofsecondarysources,includingcensusdata(pleasenotethatcensusdataisacceptableasprimaryorsecondarydata);

• identifygeographicalquestionsandissues;• establishappropriatesequencesofinvestigation;• useavarietyofmethods,includingICT-basedresourcessuchastheinternetandGIS,todothefollowing:– identifyandcollectevidencefromprimaryandsecondarysources;– prepareandpresentfindings,incorporatingtext,tables,bargraphs,pictographs,linegraphs,frequencydiagrams,piecharts,scattergraphs,maps,annotatedfieldsketchesand/orsketchmaps;and

– investigatepatternsinandrelationshipsbetweenvariables,forexampleusingspreadsheets,andusingGISpackagestolinkdigitaldatatomappatterns;

• analyseandinterpretawiderangeofevidence,makedecisions,anddrawandjustifyconclusions;and

• evaluatemethodsofcollecting,presentingandanalysingevidence,aswellasthevalidityandlimitationsoftheevidenceandconclusions.

3.3 Use of case studies/places for illustration purposes only Teachersselectappropriatecasestudymaterialtoexemplifythelearningoutcomes.Whereanexampleofacasestudyisgiveninthelearningoutcomes,studentsarenotexpectedtohavebeentaughttheparticularexamplegiven.Theyshouldbeabletoillustratetheiranswerwithdetailedfactsandfiguresforanappropriatecasestudyoftheirchoice.Insomeinstances,adetailedcasestudyisnotrequired;however,thelearningoutcomesareenhancedbyreferencetoplacesforillustrationpurposesonly.Forexample,inUnit2ThemeC,studentsshouldbeableto:

• demonstrateunderstandingoffairtradeandtheadvantagesitbringstoLEDCs(withreferencetoplacesforillustrationpurposesonly).

So,studentsshouldbeawareoftheadvantagesoffairtradeingeneralandtheyshouldbeabletorefertosomelesseconomicallydevelopedcountries(LEDCs)toillustratethis.Theyarenotexpectedtoknowspecificdetailsabouttheadvantagestothesecountries.



3.4 Unit 1: Understanding Our Natural World Thisunithasfourthemescoveringphysicalgeographicalprocessesandsystems,andhumaninteractionwiththem.Studentsinvestigatefluvialenvironments,coastalenvironments,theprocessesthatshapeourweather,andtheforcesthatcreateearthquakesandvolcanicactivity.Assessmentforthisunitisawrittenexaminationthatincludesbothshortresponsequestionsandextendedwritingquestions.Formoredetails,seeSection6. Theme A: River Environments Thisthemeexploresriverfeaturesandtheprocessesleadingtotheirformation.Studentsinvestigatethecausesoffloodingandevaluatearivermanagementstrategy,referringtotheprinciplesofsustainabledevelopment.KeygeographicaltermsWatercycle,drainagebasin,precipitation,interception,surfacerunoff/overlandflow,infiltration,throughflow,percolation,groundwaterflow,evapotranspiration,watershed,source,tributary,confluence,rivermouth;gradient,depth,width,load,riverdischarge;erosion,attrition,abrasion/corrasion,hydraulicaction,solution/corrosion;transportation,solution,suspension,saltation,traction;deposition;riverlandforms,waterfall,meander,slip-offslope,rivercliff,floodplain,levees;flooding,rivermanagementstrategies,hardengineeringmethods(dams,floodwalls,levees,embankments,straighteninganddeepeningtheriver),softengineeringmethods(washlands,landusezoning,afforestation).

Content

LearningOutcomes

Thedrainagebasin:acomponentofthewatercycle

Studentsshouldbeableto:

• demonstrateknowledgeandunderstandingofthefollowingelementsofthedrainagebasinandtheirinterrelationships:– inputs(precipitation);– stores(interceptionbyvegetation);– transfers(surfacerunoff/overlandflow,infiltration,throughflow,percolationandgroundwaterflow);and

– outputs(riverdischargeandevapotranspiration).



Content

LearningOutcomes

Thedrainagebasin:acomponentofthewatercycle(cont.)


• identifyanddefinethefollowingcharacteristicsofadrainagebasin:– watershed;– source;– tributary;– confluence;and– rivermouth;

• demonstrateknowledgeandunderstandingofhowgradient,depth,width,dischargeandloadchangealongthelongprofileofariveranditsvalley;

Riverprocessesandlandforms

• demonstrateknowledgeandunderstandingofthefollowingprocesses:– erosion(attrition,abrasion/corrasion,hydraulicactionandsolution/corrosion);

– transportation(solution,suspension,saltationandtraction);and

– deposition;

• explain(withreferencetoplacesforillustrationpurposesonly)theformationofthefollowingriverlandformsusingannotatedcross-sectionaldiagrams:– waterfall;– meander,includingslip-offslopeandrivercliff;and– floodplainandlevees;

• interpretaerialphotographsandOSmapstoidentifyriverlandformsandlanduses;

Sustainablemanagementofrivers

• demonstrateknowledgeandunderstandingofthephysicalandhumancausesoffloodinginthecontextofonecasestudyfromtheBritishIsles(forexampleSomersetLevels,2014);and

• recognisetheimpactsoffloodingon:– people(lossoflife,propertyandinsurancecover);and– theenvironment(pollutionanddestructionofwildlifehabitats).



Content

LearningOutcomes

Sustainablemanagementofrivers(cont.)


• demonstrateknowledgeofthefollowingfloodmanagementmethods:– hardengineering(dams,floodwalls,levees,embankments,andstraighteninganddeepeningtheriver);and

– softengineering(washlands,landusezoningandafforestation);and

• investigateonecasestudyofariveroutsidetheBritishIsles(forexampletheMississippi)andevaluatetherivermanagementstrategyused,referringtotheprinciplesofsustainabledevelopment.



Theme B: Coastal Environments Inthistheme,studentsexplorecoastallandformsandtheprocessesleadingtotheirformation.Studentsinvestigatetheneedforcoastaldefencesandevaluatehardandsoftcoastalmanagementstrategies,referringtotheprinciplesofsustainabledevelopment.KeygeographicaltermsWave(constructive,destructive),erosion,attrition,abrasion/corrasion,hydraulicaction,solution/corrosion;transportation,longshoredrift;deposition;coastallandforms,headland,cliff,wavecutplatform,cave,arch,stack,beach(sandybeach,shinglebeach),spit,hookedspit;coastaldefences,coastalmanagementstrategies,hardengineeringmethods(seawalls,groynes,gabions),softengineeringmethods(beachnourishment,managedretreat).

Content

LearningOutcomes

Coastalprocessesandlandforms


• demonstrateunderstandingthatthedynamicnatureofthecoastisduetoconstructiveanddestructivewaves;

• demonstrateknowledgeandunderstandingofthefollowingprocesses:– erosion(attrition,abrasion/corrasion,hydraulicactionandsolution/corrosion);

– transportation(longshoredrift);and– deposition;

• explaintheformationofthefollowingcoastallandforms(withreferencetoplacesforillustrationpurposesonly):– erosionallandforms(headland,cliff,wavecutplatform,cave,archandstack);and

– depositionallandforms(sandybeach,shinglebeachandspit,includinghookedspit);and

• interpretaerialphotographsandOSmapstoidentifycoastallandformsandlanduses.



Content

LearningOutcomes

Sustainablemanagementofcoasts


• recognisethefollowingreasonsforcoastaldefences:– inallcontinents,exceptAfrica,mostpeoplelivenearcoasts;

– coastalareasareimportanteconomically,forexampleasalocationfortourism,fishingandportactivity;and

– sealevelsriseasaresultofclimatechange;

• describeandevaluatethefollowingmethodsofcoastalmanagement:– hardengineering(seawalls,groynesandgabions);and– softengineering(beachnourishmentandmanagedretreat);and

• investigateonecasestudyofcoastalmanagementfrom theBritishIsles(forexampleNewcastle,CountyDown),andevaluatethecoastalmanagementstrategyused,referringtotheprinciplesofsustainabledevelopment.



Theme C: Our Changing Weather and Climate ThisthemeexploresthecausesofweatherintheBritishIslesandhowpeopledealwithitsimpacts.Studentsinvestigatethedevelopmentoflowpressuresystems(depressions)andhighpressuresystems(anticyclones)andthetypicalweatherassociatedwithbothweathersystems.Studentsalsoanalysethecausesandeffectsofglobalclimatechange.KeygeographicaltermsWeather,climate;temperature,digitalthermometer,precipitation,raingauge,winddirection,windvane,windspeed,anemometer,knots,atmosphericpressure,barometer,millibars,cloudtypes(stratus,cumulus,cumulonimbus,cirrus),cloudcover,okta;weatherforecast,land-basedstations,rainfallradar,geostationarysatellite,polarsatellite,buoys;latitude,prevailingwind,altitude,airmass(tropicalmaritime,tropicalcontinental,polarmaritime,polarcontinental);frontaldepression,warmfront,warmsector,coldfront;anticyclone,synopticchart,satelliteimage.

Content

LearningOutcomes

Measuringtheelementsoftheweather


• distinguishbetweenweatherandclimate;

• describehowtomeasurethefollowingelementsoftheweather:– temperature(digitalthermometer–°C);– precipitation(raingauge–mm);– winddirection(windvane–eightcompasspoints);– windspeed(anemometer–knots);– atmosphericpressure(barometer–mb);– cloudtypes(stratus,cumulus,cumulonimbusandcirrus);and

– cloudcover(observation–oktas);

• describesourcesofdataforaweatherforecast:– onland(land-basedstationsandrainfallradar);– intheair(satellites–geostationaryandpolar);and– atsea(buoys);and

Factorsaffectingclimate

• demonstrateknowledgeandunderstandingofthefollowingfactorsthataffectclimate:– latitude;– prevailingwinds;– distancefromthesea;and– altitude.



Content

LearningOutcomes

WeathersystemsaffectingtheBritishIsles


• demonstrateknowledgeandunderstandingofthetemperature,moisturecharacteristicsandseasonalvariationofthefollowingairmassesaffectingtheBritishIsles:– tropicalmaritime;– tropicalcontinental;– polarmaritime;and– polarcontinental;

• demonstrateknowledgeandunderstandingofthefollowing(withreferencetoplacesforillustrationpurposesonly):– theweatherpatternsandsequenceofchangeassociatedwithafrontaldepressionasitmovesacrosstheBritishIsles(weatheratthewarmfront,inthewarmsectorandatthecoldfront);and

– theweatherpatternsassociatedwithanticyclonesintheBritishIslesduringwinterandsummer;

• interpretsynopticchartsandsatelliteimagesandunderstandthefollowinglimitationsofforecasting:– range;and– accuracy;and

Theimpactsofextremeweather

• describetheimpactsofextremeweatheronpeopleandpropertyusingacasestudyofextremeweather(tornadoordroughtorhurricane)outsidetheBritishIsles.



Theme D: The Restless Earth ThisthemeinvestigatesthestructureoftheEarthandtheformationofdifferentrocktypes.Studentsexploretheimpactofearthquakesinmoreeconomicallydevelopedcountries(MEDCs)orlesseconomicallydevelopedcountries(LEDCs).Theyalsoinvestigatethepotentialimpactsofasupervolcanoeruption.KeygeographicaltermsInnercore,outercore,mantle,crust,convectioncurrent;tectonicplate,platemargin/boundary(constructive,destructive,collisionzone,conservative),mid-oceanridge,subductionzone,oceantrench,foldmountain,faultline;rocktype(igneous,sedimentary,metamorphic);earthquake,focus,epicentre,seismograph,Richterscale,liquefaction,tsunami;volcano,shieldvolcano,compositevolcano,supervolcano.

Content

LearningOutcomes

Platetectonicstheory


• describethestructureoftheEarth(innerandoutercore,mantleandcrust);

• demonstrateknowledgethattheEarth’scrustismadeupofanumberofplates;

• demonstrateunderstandingofhowconvectioncurrentscauseplatemovement;

• demonstrateknowledgeandunderstandingoftheformationoflandformsatthefollowingplatemargins:– constructiveplatemargin(mid-oceanridges);– destructiveplatemargin(subductionzonesandoceantrenches);

– collisionzones(foldmountains);and– conservativeplatemargins(faultlines);and

Basicrocktypes

• demonstrateunderstandingoftheformationofthefollowingbasicrocktypesandrecognisetheircharacteristics:– igneous(basaltandgranite);– sedimentary(limestoneandsandstone);and– metamorphic(slateandmarble).



Content

LearningOutcomes

Managingearthquakes


• understandthecausesandglobaldistributionofearthquakesinrelationtoplateboundaries;

• distinguishbetweenthefocusandepicentreofanearthquake;

• demonstrateknowledgethatearthquakemagnitudeismeasuredonaseismographusingtheRichterscale;

• demonstrateknowledgeandunderstandingofthefollowingphysicalconsequencesofearthquakes:– liquefaction;and– tsunamis;

• demonstrateknowledgeandunderstandingofthecausesandimpactsofanearthquakebydoingthefollowing,usingonecasestudyfromanMEDCorLEDC:– identifyingtheplatesinvolved;– describingtheshort-termandlong-termimpactsonpeopleandtheenvironment;and

– evaluatinghowthecountrypreparedforandrespondedtotheearthquake(describingbothimmediateandlong-termstrategiesimplementedaftertheevent);

Volcanoes:characteristicsandconsequences

• describethecharacteristicsofthefollowing:– shieldvolcanoes;– compositevolcanoes;and– supervolcanoes;and

• discussthepotentialglobalimpacts,onpeopleandtheenvironment,ofasupervolcanoeruption(forexampleYellowstone).



3.5 Unit 2: Living in Our World Thisunithasfourthemescoveringkeyaspectsofhumangeography.Studentsinvestigatetopicalissuessuchasthechallengesfacingrefugees,issuesforinnercityareasinMEDCs,strategiessuchastheUnitedNations’2030AgendaforSustainableDevelopment,andtheenvironmentalimpactoftheincreasinguseofresources.Assessmentforthisunitisawrittenexaminationthatincludesbothshortresponsequestionsandextendedwritingquestions.Formoredetails,seeSection6. Theme A: Population and Migration Thisthemeexplorestopicalissuessuchaspushandpullfactorsinmigration,barrierstomigrationandthechallengesfacedbybothrefugeesanddestinationcountries.Studentsalsoanalysetheimplicationsofagedandyouthdependency.KeygeographicaltermsPopulationchange,populationstructure,crudebirthrate,crudedeathrate,naturalchange(naturalincrease,naturaldecrease);demographictransitionmodel;populationpyramid,dependency(youthandaged);migration(immigrationandemigration),pushandpullfactors,economicmigrant,refugee,destinationcountry.

Content

LearningOutcomes

Populationgrowth,changeandstructure


• definethefollowingterms:– crudebirthrate;– crudedeathrate;and– naturalchange(naturalincreaseandnaturaldecrease);

• demonstratedetailedknowledgeandunderstandingofthefivestagesofthedemographictransitionmodelasitrelatestothefollowing:– changingbirthrates;– changingdeathrates;and– populationchange;and

• compareandcontrastthepopulationstructureofanMEDCwithanLEDC,usingthefollowing:– apopulationpyramidforanMEDCshowinganageddependentpopulation;and

– apopulationpyramidforanLEDCshowingayouthdependentpopulation.



Content

LearningOutcomes

Populationgrowth,changeandstructure(cont.)


• assessthesocialandeconomicimplicationsofagedandyouthdependency;

Causesandimpactsofmigration

• demonstrateknowledgeandunderstandingofthepushandpullfactorsleadingtomigration;

• demonstrateknowledgeandunderstandingofthefollowingbarrierstomigration:– humanbarriers,forexamplevisas;and– physicalbarriers,forexampletopography;

• distinguishbetweenaneconomicmigrantandarefugee;and

• discussthechallengesfacedbybothrefugeesandthedestinationcountry,usingonecasestudy(forexampleSyrianrefugeesarrivinginGreece).



Theme B: Changing Urban Areas ThisthemeinvestigatestheissuesfacinginnercitiesinMEDCsaswellasissuesarisingfromrapidurbanisationinLEDCs.KeygeographicaltermsCentralbusinessdistrict(CBD),innercity,suburbs,rural–urbanfringe;settlement,settlementfunction,landusezones;urbanregeneration;urbanplanningscheme,urbanregeneration;shantytown.

Content

LearningOutcomes

Urbanlanduse


• identifythecharacteristicsandlocationofthefollowing:– CBD;– innercity;– suburbs;and– rural–urbanfringe;

• interpretaerialphotographsandmaps,includingOSmaps,toidentifythefollowing:– thegeneralfunctionsofarangeofsettlements;and– thelandusezonesofthesettlements;and

IssuesfacinginnercityareasinMEDCs

• demonstrateknowledgeandunderstandingofthefollowingissuesfacingmanyMEDCinnercityareas(withreferencetoplacesforillustrationpurposesonly):– housing:

poor-qualityhousing;andurbanregeneration;

– traffic:congestion(airqualityandjourneytime);publictransport(costandefficiency);andparking(costandavailability);and

– culturalmix:ethnictensions,religioustensionsandlanguagebarriers.



Content

LearningOutcomes

UrbanisationinMEDCsandLEDCs


• evaluateoneMEDCurbanplanningscheme(forexampleTitanicQuarter,Belfast)thataimstoregenerateandimprovethefollowingintheinnercityzone:– housing;– employmentopportunities;– transport;and– theenvironment;and

• describeandexplainthelocation,rapidgrowthandcharacteristicsofshantytownareas,usingonecasestudyofanLEDCcity(forexampleKolkata,India).



Theme C: Contrasts in World Development ThisthemeenablesstudentstoreflectondifferencesindevelopmentbetweenMEDCsandLEDCs,andtheissuesinvolvedinmeasuringsuchdifferences.Studentsinvestigatestrategiesthataimtoreducethedevelopmentgap,inparticulartheUnitedNations’2030AgendaforSustainableDevelopmentanditsSustainableDevelopmentGoals.Studentsalsoexploretopicalissues(suchasglobalisation)andevaluatetheroleofappropriatetechnologyandfairtradeassustainablesolutionstotheproblemofunequaldevelopment.KeygeographicaltermsDevelopment,developmentgap,MEDC,LEDC,socialindicators,economicindicators,HumanDevelopmentIndex(HDI),primaryactivities,SustainableDevelopmentGoals;appropriatetechnology;fairtrade;globalisation,BRICS(Brazil,Russia,India,ChinaandSouthAfrica).

Content

LearningOutcomes

Thedevelopmentgap


• identifyanddescribedifferencesindevelopmentbetweenMEDCsandLEDCsusingsocialandeconomicindicators(withreferencetoplacesforillustrationpurposesonly);

• evaluatetheuseofsocialandeconomicindicatorsofdevelopmentandassesstheadvantagesofusingtheHumanDevelopmentIndex(HDI);

• demonstrateknowledgeandunderstandingofthefollowingfactorsthathinderdevelopmentinLEDCs(withreferencetoplacesforillustrationpurposesonly):– historicalfactors;– environmentalfactors;– dependenceonprimaryactivities;and– debt;

Sustainablesolutionstotheproblemofunequaldevelopment

• describehowanythreeoftheSustainableDevelopmentGoalsattempttoreducethedevelopmentgap;

• defineappropriatetechnology;and

• describeandevaluatethesuccessofoneappropriatetechnologyproduct,forexamplethesolarcookerortheHippoWaterRoller.



Content

LearningOutcomes

Sustainablesolutionstotheproblemofunequaldevelopment(cont.)


• demonstrateunderstandingoffairtradeandtheadvantagesitbringstoLEDCs(withreferencetoplacesforillustrationpurposesonly);

Globalisation • demonstrateunderstandingofthemeaningofthetermglobalisation;and

• demonstrateknowledgeandunderstandingofhowglobalisationbothhelpsandhindersdevelopment,usingonecasestudyfromaBRICScountry.



Theme D: Managing Our Environment Bystudyingthistheme,studentsexploretheenvironmentalimpactoftheincreasinguseofresources.Theyalsogainaninsightintotheneedtoadoptstrategiestomanageresources.Theyinvestigatetheimpactsofmasstourismandtherolethatecotourismcanplayinprotectingtheenvironment.KeygeographicaltermsGreenhouseeffect,carbonfootprint,climatechange;wastehierarchy;renewableenergysource,solarenergy,windenergy,biofuels;sustainabletourism,masstourism,responsibletourist,ecotourism.

Content

LearningOutcomes

Humanimpactontheenvironment


• describethegreenhouseeffect,definecarbonfootprintandunderstandhowbothofthesecontributetoclimatechange;

• evaluatetheeffectsofclimatechangeonthefollowing(withreferencetoplacesforillustrationpurposesonly):– theenvironment;– people;and– theeconomy;

Strategiestomanageourresources

• describethewastehierarchyandtheconceptof‘reduce,reuseandrecycle’;

• evaluatethebenefitsanddisadvantagesofonerenewableenergysourceasasustainablesolution,forexamplewindfarms;

• describeandevaluatethe2015InternationalClimateChangeAgreement;

Sustainabletourismtopreservetheenvironment

• evaluatethepositiveandnegativecultural,economicandenvironmentalimpactsofmasstourism(withreferencetoplacesforillustrationpurposesonly);

• describeandexplainhowtobearesponsibletourist;

• describeandexplainecotourism;and

• assesshowecotourismcanprotecttheenvironment,usingonecasestudyfromeitheranLEDCoranMEDC.



3.6 Unit 3: Fieldwork Inthisunit,studentscollectgeographicaldatafirst-handthroughfieldwork.Fieldworkisanessentialaspectofgeography.Itinvolvesapplyingspecificgeographicalknowledge,understandingandskillstoaparticularandrealout-of-classroomcontext.Thevalueoffieldworkgoesbeyondtheaimofcollectingprimarydata.Otherkeyaspectsoftheinvestigativeprocessincludepresentingandanalysingresults,drawingconclusionsandreflectingcriticallyontheprocess.Experiencinggeographicalconcepts,processesandissuesintherealworldcanbeilluminatingforstudents.Theygainnewgeographicalinsightsandbegintoappreciatedifferentperspectivesontheworldaroundthem.Assessmentforthisunitisawrittenexamination.Studentsmustcreateandsubmitaword-processedfieldworkstatementandtableofdata.Formoredetails,seeSection6.KeygeographicaltermsHypothesis,risks,primarysources,secondarysources,datacollection,datapresentation,dataanalysis,interpretation,anomaly,conclusion.

Content

LearningOutcomes

Thegeographicalenquiryprocess


• demonstrateunderstandingoftheprocessofgeographicalenquiry;

Planning,includingestablishingaimsandhypotheses

• plantheirenquiryby:– identifyingquestionsorissuesforinvestigation;– developingoneaim;and– developingaminimumoftwoappropriatehypotheses;

• demonstrateunderstandingofthepotentialrisksinvolvedinfieldworkandhowtoreducetheserisks;

• demonstrateunderstandingofthedifferencebetweenprimaryandsecondarysources;

Fieldworktechniquesandmethods

• selectdatacollectionmethodsandequipmentthatensureaccuracyandreliability;and

• recordmeasurementsandobservationsaccuratelyusingrecordingsheets.



Content

LearningOutcomes

Fieldworktechniquesandmethods(cont.)


• useatleastonesecondarysourceduringthefieldworkinvestigation;

Processingandpresentingdata

• selectanduseappropriategraphicalandcartographicmethods,bothhanddrawnandusingICT,toprocessandpresenttheirfieldworkdata;

• explainwhytheychosetheseprocessingandpresentationmethods;

Analysingandinterpretingdata

• analyseandinterprettheirfieldworkdatausingtheirknowledgeofrelevanttheoryand/orcasestudiesasappropriate;

• establishlinksbetweendatasets;

• identifyanomaliesintheirfieldworkdata;

Drawingconclusions

• drawevidencedconclusions;

Evaluatingthefieldwork

• describetheirdatacollectionmethods,includinganyequipmentused;

• identifyproblemswithdatacollectionmethods;

• identifylimitationsofthedatacollected;

• suggestotherdatathatmightbeuseful;

• evaluatetheirconclusions;and

• suggesthowtheycouldextendthescopeofthestudy.



4 Scheme of Assessment 4.1 Assessment opportunities Fortheavailabilityofexaminationsandassessment,seeSection2.Thisisaunitisedspecification;candidatesmustcompleteatleast40percentoftheoverallassessmentrequirementsattheendofthecourse,intheexaminationseriesinwhichtheyrequestafinalsubjectgrade.Thisistheterminalrule.Candidatesmayresitindividualassessmentunitsoncebeforecash-in.ThebetterofthetworesultswillcounttowardstheirfinalGCSEgradeunlessaunitisrequiredtomeetthe40percentterminalrule.Ifitis,themorerecentmarkwillcount(whetherornotitisthebetterresult).ResultsforindividualassessmentunitsremainavailabletocounttowardsaGCSEqualificationuntilwewithdrawthespecification.4.2 Assessment objectives Therearethreeassessmentobjectivesforthisspecification.Candidatesmust:

AO1 demonstrategeographicalknowledgeandunderstandingof:– places,environments,processesandconcepts;and– theinterrelationshipsbetweenplaces,environmentsandprocesses;

AO2 applyknowledgeandunderstandingtoanalyse,interpretandevaluategeographicalinformationandissuesandtomakejudgements;and

AO3 select,adaptanduseavarietyofskillsandtechniquestoinvestigatequestionsandissuesandcommunicatefindings.

4.3 Assessment objective weightings ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.

AssessmentObjective

UnitWeighting(%) OverallWeighting(%)

ExternalAssessment

Unit1 Unit2 Unit3

AO1 16 16 3 35

AO2 16 16 8 40

AO3 8 8 9 25

TotalWeighting 40 40 20 100



4.4 Quality of written communication InGCSEGeography,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:

• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;

• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and

• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.

Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.

4.5 Reporting and grading Wereporttheresultsofindividualassessmentunitsonauniformmarkscalethatreflectstheassessmentweightingofeachunit.Wedeterminethegradesawardedbyaggregatingtheuniformmarksthatcandidatesobtaininindividualassessmentunits.WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:

Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).



5 Grade Descriptions Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.

Grade

Description

A Candidatesrecallaccurately,selectandcommunicatedetailedknowledgeandthoroughunderstandingofplaces,environments,processesandconcepts.Theyusegeographicalterminologyaccuratelyandappropriately.Candidatesapplyappropriateknowledgeandunderstandingofawiderangeofgeographicalprocessesandpatternsinavarietyofphysicalandhumancontexts.Theyrecogniseandunderstandcomplexrelationshipsbetweenpeopleandtheenvironment,identifyingandevaluatingcurrentissuesandmakingperceptiveandinformedgeographicaldecisions,recognisinghowtheycancontributetoafuturethatissustainable.Candidatesselect,evaluate,anduseeffectivelyawiderangeofrelevantskillsandappropriatetechniquesandtechnologies.Theyidentifyrelevantquestionsandissuesandestablishappropriatesequencestoundertakeaninvestigationindependently.Theycollectandrecordaccuratelyarangeofappropriateevidencefromawiderangeofsources,includingfieldwork.Theyanalyseandinterpretinformation.Theycriticallyevaluatethevalidityofevidenceandreflectontheevidence’slimitations.Theydetectandrespondtobias,makinginformedandreasonedjudgementstopresentsubstantiatedandappropriateconclusions.Theydevelopaseffectiveandindependentlearners.



Grade

Description

C Candidatesrecall,selectandcommunicateknowledgeandunderstandingofplaces,environments,processesandconcepts.Theyusegeographicalterminologyappropriately.Candidatesapplytheirknowledgeandunderstandingofgeographicalprocessesandpatternsinavarietyofphysicalandhumancontexts.Theyunderstandrelationshipsbetweenpeopleandtheenvironment,identifyingandevaluatingproblemsandissuesandmakinggeographicaldecisionssupportedbyreasons,includingsustainableapproaches.Candidatesselectanduseavarietyofskillsandappropriatetechniquesandtechnologiestoidentifyquestionsandissuesandundertakeaninvestigation.Theycollectandrecordappropriateevidencefromarangeofsources,includingfieldwork.Theyanalyseandinterpretinformationandrecognisesomeofthelimitationsofevidence,reachingplausibleconclusions.

F Candidatesrecall,selectandcommunicatelimitedknowledgeandunderstandingofplaces,environments,processesandconcepts.Theyshowbasicknowledgeofgeographicalterminology.Candidatesapplytheirunderstandingofsomesimplegeographicalprocessesandpatternsinphysicalandhumancontexts.Theyrecognisesimplerelationshipsbetweenpeopleandtheenvironment.Theyidentifyproblemsandissuesandmakedecisionsinformedbysimplereasonsandevidence.Candidatesusealimitednumberofskills,techniquesandtechnologiestoundertakeaninvestigation.Theycollectandrecordalimitedselectionofevidencefromsomesources,includingfieldwork.Theyinterpretinformationtoreachsomebasicconclusions.



6 Guidance on External Assessment Therearethreeexternalassessmentunitsinthisspecification:

• Unit1:UnderstandingOurNaturalWorld;• Unit2:LivinginOurWorld;and• Unit3:Fieldwork.Theexternalassessmentfocusesoncandidates’knowledge,understandingandanalysisofthecontentofeachunit.6.1 Unit 1: Understanding Our Natural World Assessmentforthisunitisa1hour30minutewrittenexamination.Theexaminationincludesfourmulti-partquestions,oneoneachtheme.Eachquestionincludesresourcematerialthatmaytakeavarietyofforms,includingphotographs,data,models,diagramsand/ortext.Eachquestionalsoincludessomepartsthatrequireextendedwriting.Candidatesanswerallfourquestions.6.2 Unit 2: Living in Our World Assessmentforthisunitisa1hour30minutewrittenexamination.Theexaminationincludesfourmulti-partquestions,oneoneachtheme.Eachquestionincludesresourcematerialthatmaytakeavarietyofforms,includingphotographs,data,models,diagramsand/ortext.Eachquestionalsoincludessomepartsthatrequireextendedwriting.Candidatesanswerallfourquestions.6.3 Unit 3: Fieldwork Assessmentforthisunitisa1hourwrittenexamination.Allquestionsaregenericinnaturetofacilitatearangeoffieldworkcontexts.CandidatesbasetheiranswersontheirknowledgeandexperienceofthefieldworkskillsdetailedinSection3.6,forexampleplanning,drawingconclusionsandevaluating.Fortheirfieldworkinvestigation,candidateschooseanissueorquestionrelatedtoUnits1or2.Theyidentifyoneaimandaminimumoftwohypotheses.Theydothisindividually,insmallgroupsorasaclass.Theyalsoidentifysourcesandmethodsforcollectingdata.Theymustusebothprimaryandsecondarysources,forexamplemaps,textsorcensusdata(pleasenotethatweacceptcensusdataasprimaryorsecondarydata).



The fieldwork statement and table of data Aftercollectingtheirdata,candidatesmustcreateafieldworkstatementandatableofdata.Thefieldworkstatementmustinclude:

• atitle;• astatementoftheaimandhypothesesthatthecandidateistesting;and• detailsofthelocationofthestudy(includingamap,ifappropriate).Candidatesmustnotaddressotherelementsofthefieldworkinvestigationinthisstatement.Thetableofdatamustinclude:

• primarydataessentialforinvestigatingtheaimofthestudy(candidatesmayincludesecondarydata,ifrelevant);

• datacollectedforallvariablesrelevanttotheaim;• quantitativedata(numericalscores)toallowforgraphicalrepresentation(candidatesmayincludequalitativedata,ifrelevant);and

• normalconventions,suchasatitle,andallvariablesclearlystated,alongwiththeirpreciseunitsofmeasurement.

WeexpectcandidatestouseICTtopresentboththeirfieldworkstatementandtheirtableofdata.Attheendoftheexamination,candidatesmustattachtheirfieldworkstatementandtableofdatatothescript,alongwithacompletedcoversheet.Wedonotassessthefieldworkstatementorthetableofdata.



7 Curriculum Objectives ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused.

7.1 Cross-Curricular Skills at Key Stage 4

Communication


• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner, forexampledescribetheimpactsoffloodingoranearthquakefromarangeofviewpoints;presentareportoutliningastrategytoreducethedevelopmentgap;

• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose, forexample makeanoralpresentationonacoastalmanagementstrategy;writeacasestudysummaryoftheimpactofmigrationintotheEuropeanUnion;

• participateindiscussions,debatesandinterviews,forexample debatethechallengeofsecuringinternationalco-operationtodealwithclimatechange;role-playinterviewswithresidentsofshantytownsabouttheirlivingconditions;

• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleanalyseaerialphotographsofcoastallandforms;role-playthemanagerofanecotourismproject;and

• exploreandrespond,bothimaginativelyandcritically,toavarietyoftexts,forexample interpretclimategraphs;writeapoint-of-viewreporttoevaluatethesuccessofanappropriatetechnologyproject.

UsingMathematics


• usemathematicallanguageandnotationwithconfidence,forexampledrawandannotatecross-sectiondiagramsofariver;describepopulationpyramids;

• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexample usethelogarithmicRichterscaletodescribetheimpactofanearthquake;

• interpretandanalyseawiderangeofmathematicaldata,forexample interpretrainfallgraphstodiscernthecausesofflooding;connectpopulationgrowthstatisticsandtheincreasingdemandforresources;and

• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexampledrawproportionalarrowmapstorepresentairmasses;drawpopulationpyramids.



UsingICT

Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexample takenotesandgivepresentations;managedatacollectedonfieldwork;selectappropriatemapand/orgraphmethodstopresentfieldworkdata.

7.2 Thinking Skills and Personal Capabilities at Key Stage 4

Self-Management


• planwork,forexamplecontributeactivelytotheplanningoffieldwork;• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleuseAssessmentforLearningstrategiestocontinuallyreviewandmonitorprogress,choosewaysoflearningtoimprovetheirperformanceandbuildonstrengths,andidentifywhentheyneedsupport;and

• effectivelymanagetheirtime,forexamplestayonschedulewhencollectingfieldworkdataaspartofagroup.

WorkingwithOthers


• learnwithandfromothersthroughco-operation,forexamplediscussprioritieswhencollectingprimarydatathroughfieldwork;

• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplecollectprimarydataaspartofagroup;and

• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexampleparticipateinagroupdiscussiontoassesstheroleofglobalisationinanLEDC.



ProblemSolving


• identifyandanalyserelationshipsandpatterns,forexampleanalysepatternsandrelationshipsevidentindatacollectedfirst-handthroughfieldwork;

• proposejustifiedexplanations,forexampleinterpretfieldworkdatausingrelevantgeographicaltheory;

• reason,formopinionsandjustifytheirviews,forexampleevaluatehowmigrationaffectsthedestinationcountry;

• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleanalysefieldworkdatatodeterminewhethertoacceptorrejectstatedhypotheses;

• analyseandevaluatemultipleperspectives,forexampleconsidertheviewsofarangeofstakeholdersonacoastalmanagementstrategy;

• exploreunfamiliarviewswithoutprejudice,forexampleexplorethechallengesthatasylumseekersfaceintheirdestinationcountry;

• weighupoptionsandjustifydecisions,forexampleevaluatethesuitabilityofhardengineeringandsoftengineeringmethodstodealeffectivelywiththefloodthreatforanamedriver;and

• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexampleanalysestrategiestorespondtoclimatechange.

AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthernIrelandCurriculum,ManagingInformationandBeingCreativemayalsoremainrelevanttolearning.



8 Links and Support 8.1 Support Thefollowingresourcesareavailabletosupportthisspecification:

• ourGeographymicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.

Wealsointendtoprovide:

• pastpapers;• markschemes;• ChiefExaminer’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• aresourcelist;and• exemplificationofexaminationperformance.

8.2 Examination entries EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.Requirementsforfieldworkaresufficientlyflexibleforallcandidatestoparticipate.Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.



YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:

• SpecificationSupportOfficer:ArleneAshfield(telephone:(028)90261200,extension2291,email:[email protected])

• PrincipalOfficer:MargaretMcMullan(telephone:(028)90261200,extension2285,email:[email protected])

• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])

• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])

• Distribution(telephone:(028)90261242,email:[email protected])

• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])

• Moderation(telephone:(028)90261200,extension2236,email:[email protected])

• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).



Summary of Changes since First Issue (Mostrecentchangesareindicatedinredonthelatestversion)

RevisionHistoryNumber

DateofChange PageNumber ChangeMade

Version1 N/A N/A FirstissueVersion2 23March2017 13 Sentencereworded

ccea gcse specification in geography...delivery of the northern ireland curriculum at key stage 3....

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