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Specification

Edexcel IGCSE in Geography (4GE0)First examination 2011

IGCSE�Geography

Edexcel, a Pearson company, is the UK's largest awarding body, offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning in the UK and in over 100 countries worldwide. Qualifications include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas, recognised by employers and higher education institutions worldwide.

We deliver 9.4 million exam scripts each year, with more than 90% of exam papers marked onscreen annually. As part of Pearson, Edexcel continues to invest in cutting-edge technology that has revolutionised the examinations and assessment system. This includes the ability to provide detailed performance data to teachers and students which help to raise attainment.

Acknowledgements

This specification has been produced by Edexcel on the basis of consultation with teachers, examiners, consultants and other interested parties. Edexcel would like to thank all those who contributed their time and expertise to its development.

References to third-party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

Authorised by Roger Beard Prepared by Sarah Harrison

All the material in this publication is copyright © Edexcel Limited 2008

Introduction

The Edexcel International General Certificate of Education (IGCSE) in Geography is designed for use in schools and colleges. It is part of a suite of IGCSE qualifications offered by Edexcel.

Key subject aims

The Edexcel IGCSE in Geography enables students to:

• actively engage in the process of geography to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds

• develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world

• develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from a local to global

• appreciate the differences and similarities between people’s views of the world, its environments, societies and cultures

• understand the significance of values and attitudes to the development and resolution of issues

• develop their responsibilities as global citizens and recognise how they can contribute to a future that is sustainable and inclusive

• develop and apply their learning to the real world through fieldwork and other out-of-classroom learning

• use geographical skills, appropriate technologies, enquiry and analysis.

About this specification

Key features and benefits of the specification

Key features and benefits are:

• it adds an international dimension to the study of geography

• it encourages out-of-classroom activities to underpin knowledge and understanding of geography

• the assessment is through one external examination

• it provides a solid basis for progression to GCE AS and Advanced qualifications in Geography, or equivalent qualifications, such as BTEC Nationals in Travel and Tourism and land-based subjects.

Contents

Specification at a glance 1

Qualification content 3 Knowledge and understanding 3

Fieldwork opportunities 3 Out-of-classroom learning and practical skills 4 The content in detail 5

Paper 1 6

Assessment 17 Assessment summary 17

Assessment Objectives and weightings 17

Entering your students for assessment 18 Student entry 18 Combinations of entry 18 Access arrangements and special requirements 18

Assessing your students 19 Awarding and reporting 19 Language of assessment 19 Malpractice and plagiarism 19

Student recruitment 19

Progression 20

Grade descriptions 20

Support and training 23 Edexcel support services 23

Training 23

Textbooks and resources 24

Specification – Edexcel IGCSE in Geography (4GE0) – Issue 1 – September 2008 © Edexcel Limited 2008 1

Specification at a glance This IGCSE qualification is assessed through a written examination paper.

Paper 1 Paper code: 4GE0/01

• Externally assessed

• Availability June series

• First assessment: June 2011

Overview of content:

• Section A — The natural environment and people

Complete two of the three topics:

1. River environments

2. Coastal environments

3. Hazardous environments

• Section B — People and their environments


4. Economic activity and energy

5. Ecosystems and rural environments

6. Urban environments

• Section C — Global issues

Complete one of the three topics:

7. Fragile environments

8. Globalisation and migration

9. Development and human welfare

Overview of assessment:

• The assessment of this qualification is through a 2-hour and 45-minute examination paper, set and marked by Edexcel.

• The single tier of entry will contain a variety of questions types, such as multiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions.

• The total number of marks available is 150.

• The paper will be a question and answer booklet and students have to answer:

– two questions from a choice of three in Section A

– two questions from a choice of three in Section B

– one question from a choice of three in Section C.

• Each question is worth 30 marks.


Qualification content

Knowledge and understanding The specification content is set out in detail in topics 1 to 9. It has been formulated within the framework provided by the Qualifications and Curriculum Authority (QCA) GCSE Geography subject criteria, to which UK GCSE Geography qualifications must adhere. The content of this qualification has taken the following points into account:

• that coverage should touch, in a selective manner, the main subject areas which are appropriate at this level: the natural environment; resources and production; population and settlement, as well as the related topics of globalisation, human welfare and sustainability

• that emphasis should be placed on the relationship between people and the environment

• that geography be recognised as a dynamic discipline in continuous change

• that content should be specified in such a way that students can explore the geography of their own countries

• that case studies are used to exemplify key ideas

• that teachers should be encouraged to undertake local fieldwork and other practical exercises to underpin knowledge and understanding as well as to illustrate content themes

• that students should become competent in the use of a range of skills and techniques.

Teachers have the freedom to construct their own teaching programme based on this specification, but any programme must fulfil the following requirements:

• the study of a range of themes which, taken together, involve work at different spatial scales (local, regional, national, international, global), in different parts of the world and in different types of environment

• the development of skills which are used in geographical study (see Out-of-classroom learning and practical skills on page 4).

Fieldwork opportunities

Two ‘fieldwork opportunities’ are indicated in each of topics 1 to 6. During the course students should complete eight topics.

Of these eight, it is recommended that centres carry out two out-of-classroom investigations, one from Section A and one from Section B.

Ideally, the remaining fieldwork opportunities should also involve out-of-classroom activities. However, it is understood that this is not always possible.

In such circumstances, it is acceptable that these activities take place within the classroom (virtual fieldwork). Virtual fieldwork can include discussions, role-play activities and research into secondary sources, etc.

In the examination, questions may be asked on all eight fieldwork opportunities.


Out-of-classroom learning and practical skills

Throughout their course, students should acquire a range of geographical skills. These skills should be acquired through fieldwork and other practical exercises. Specifically, students should be able to:

• undertake fieldwork investigations and other forms of out-of-classroom learning

• use a range of secondary source materials (including statistical data, maps, diagrams, photographs, satellite images)

• depict information in various forms (sketches, simple maps, diagrams, tables)

• use appropriate geographical vocabulary in their written work.

In undertaking such practical work, students should acquire and apply the following:

• planning — designing a fieldwork investigation, as per the specification content

• field skills — implementing a field investigation; measuring and recording data

• analysis and evaluation skills — analysing data and drawing conclusions; evaluating the techniques used and the conclusions drawn

• map skills — with particular reference to topographic maps: using grid references; understanding scales; understanding symbols; recognising landforms and human features of the landscape

• atlas skills — using an atlas wherever relevant to the course

• graphic skills — compiling graphs and flow lines; using proportional symbols; annotating maps; diagrams and photographs

• photo-interpretation skills — reading vertical and oblique aerial photographs and satellite images

• sketching skills — communicating ideas through simple sketch maps and field sketches

• statistical skills — using simple measures and undertaking simple tests.


The content in detail

The specification content pages for each topic are divided into the following sections.

Key ideas

Each topic is divided into a number of key ideas which give a focus to the content.

Essential content

Each key idea is broken down into a number of bulleted content points which specify what must be studied. Examination questions will be based on these content points.

Scale

The scale column indicates the spatial scale at which the content should be covered in order to answer questions set in the examination. However, not all the content can be related to a particular scale.

Required exemplification

This column indicates appropriate case studies to illustrate and support some of the essential content. It is important that the bulleted content should be studied in the context of real places. Students will be expected to demonstrate good locational knowledge in the examination.

Out-of-classroom learning and practical skills

This column indicates recommended exercises involving the collection and analysis of primary and secondary data. An essential part of this practical work is using a range of geographical skills (see the Out-of-classroom learning and practical skills list on page 4). This practical learning is an integral part of the questions relating to Sections A and B of the specification content.

Abbreviations used

In the topics the following abbreviations have been used:

CBD — Central Business District CFC — Chlorofluorocarbon

GDP — Gross Domestic Product GNI — Gross National Income

HDI — Human Development Index HIC — High Income Country

HYV — High Yielding Variety LIC — Low Income Country

MIC — Medium Income Country NIC — Newly Industrialised Country

PQLI — Physical Quality of Life Index TNC — Transnational company


Paper 1

Overview of content

• Section A — The natural environment and people


1. River environments

2. Coastal environments

3. Hazardous environments

• Section B — People and their environments


4. Economic activity and energy

5. Ecosystems and rural environments

6. Urban environments

• Section C — Global issues

Complete one of the three topics:

7. Fragile environments

8. Globalisation and migration

9. Development and human welfare

Overview of assessment


• The single tier of entry will contain a variety of questions types, such as multiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions.







Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

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Issu

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7

Sect

ion

A —

The

nat

ural

env

iron

men

t and

peo

ple

Top

ic 1

— R

iver

env

iron

men

ts

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n O

ut-o

f-cl

assr

oom

le

arni

ng a

nd p

ract

ical

sk

ills

The

wor

ld’s

wat

er su

pply

is

con

tain

ed w

ithin

a

clos

ed sy

stem

— th

e hy

drol

ogic

al c

ycle

. Wat

er

is tr

ansf

erre

d be

twee

n its

va

rious

stor

es.

• Th

e hy

drol

ogic

al c

ycle

: cha

ract

eris

tics,

stor

es a

nd tr

ansf

ers.

• Fe

atur

es o

f a d

rain

age

basi

n: w

ater

shed

, sou

rce,

mou

th, c

hann

el

netw

ork.

• Th

e hy

drog

raph

(dis

char

ge, b

ase

flow

, sto

rmflo

w) a

nd ri

ver r

egim

es:

fact

ors a

ffec

ting

them

(pre

cipi

tatio

n, te

mpe

ratu

re, w

ater

abs

tract

ion,

da

ms)

.

Glo

bal

and

loca

l

C

hann

el n

etw

ork

map

ping

.

Run

ning

wat

er h

as a

si

gnifi

cant

influ

ence

on

the

deve

lopm

ent o

f la

ndfo

rms.

• Pr

oces

ses:

wea

ther

ing

and

mas

s mov

emen

t; er

osio

n an

d de

posi

tion.

Fa

ctor

s aff

ectin

g th

ese

proc

esse

s (st

ream

vel

ocity

, slo

pe, g

eolo

gy).

• Fo

rmat

ion

of v

alle

ys, i

nter

lock

ing

spur

s, w

ater

falls

, mea

nder

s, ox

-bo

w la

kes,

flood

pla

ins a

nd le

vees

.

Loca

l

Mea

surin

g ch

anne

l fe

atur

es m

easu

rem

ent

(fie

ldw

ork

oppo

rtuni

ty).

Ann

otat

ed sk

etch

es

base

d on

pho

togr

aphs

.

Wat

er is

vita

l to

peop

le,

varie

s in

avai

labi

lity

and

ther

efor

e ne

eds c

aref

ul

man

agem

ent.

• Th

e us

es o

f wat

er: a

gric

ultu

re, i

ndus

try, h

uman

hyg

iene

and

leis

ure

incl

udin

g th

e re

ason

s for

a ri

sing

dem

and

resu

lting

in a

reas

of w

ater

su

rplu

s and

wat

er sh

orta

ge.

• R

easo

ns fo

r diff

eren

ces i

n w

ater

qua

lity.

Sou

rces

of p

ollu

tion

(sew

age,

indu

stria

l was

te, a

gric

ultu

re).

Man

agin

g th

e su

pply

of c

lean

w

ater

(dam

s and

rese

rvoi

rs; p

ipel

ines

; tre

atm

ent w

orks

).

• Fl

oodi

ng: c

ause

s (in

tens

ity o

f rai

nfal

l, sn

owm

elt,

stee

p sl

opes

, im

perm

eabl

e su

rfac

es, h

uman

act

iviti

es) a

nd c

ontro

l (co

nstru

ctio

n of

sp

illw

ays,

emba

nkm

ents

).

Nat

iona

l an

d lo

cal

Cas

e st

udy

of th

e ris

ing

dem

and

for

wat

er in

one

cou

ntry

.

A c

ase

stud

y of

a d

am

or re

serv

oir p

roje

ct.

A c

ase

stud

y of

a fl

ood

defe

nce

sche

me.

Mea

surin

g w

ater

qua

lity

(fie

ldw

ork

oppo

rtuni

ty).

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

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aphy

(4G

E0) –

Issu

e 1

– Se

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ber 2

008

© E

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8 Sect

ion

A —

The

nat

ural

env

iron

men

t and

peo

ple

Top

ic 2

— C

oast

al e

nvir

onm

ents

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n O

ut-o

f-cl

assr

oom

le

arni

ng a

nd p

ract

ical

sk

ills

Phys

ical

pro

cess

es g

ive

rise

to c

hara

cter

istic

co

asta

l lan

dfor

ms.

• Pr

oces

ses:

mar

ine

(wav

e ch

arac

teris

tics a

nd e

rosi

on; l

ongs

hore

dr

ift; w

ave

depo

sitio

n); s

ub-a

eria

l (w

eath

erin

g; m

ass m

ovem

ent).

• La

ndfo

rms:

ero

sion

al (h

eadl

ands

and

bay

s; c

liffs

; wav

e-cu

t pl

atfo

rms;

cav

es; a

rche

s and

stac

ks);

depo

sitio

nal (

beac

hes;

spits

; ba

rs).

• R

ole

of g

eolo

gica

l stru

ctur

e, v

eget

atio

n, p

eopl

e an

d se

a-le

vel

chan

ge (e

stua

ries a

nd ra

ised

bea

ches

).

Reg

iona

l an

d lo

cal

A

nnot

ated

sket

ches

ba

sed

on p

hoto

grap

hs.

Bea

ch m

easu

rem

ents

, eg

prof

iles a

nd se

dim

ents

(f

ield

wor

k op

portu

nity

).

Dis

tinct

ive

ecos

yste

ms

deve

lop

alon

g pa

rticu

lar

stre

tche

s of c

oast

line.

• C

oast

al e

cosy

stem

s and

bio

dive

rsity

(cor

al re

efs a

nd m

angr

oves

).

• Fa

ctor

s aff

ectin

g th

e di

strib

utio

n of

coa

stal

eco

syst

ems.

Glo

bal

and

loca

l

Map

ping

and

ana

lysi

s of

coas

tal e

cosy

stem

s ba

sed

on m

aps,

phot

ogra

phs a

nd o

ther

so

urce

s of i

nfor

mat

ion.

Man

agem

ent o

f bot

h ph

ysic

al p

roce

sses

and

hu

man

act

iviti

es is

ne

eded

to su

stai

n co

asta

l en

viro

nmen

ts.

• C

oast

al e

cosy

stem

s are

of v

alue

to p

eopl

e, b

ut a

re th

reat

ened

by

tour

ism

and

oth

er d

evel

opm

ents

(ind

ustri

alis

atio

n; a

gric

ultu

ral

prac

tices

; def

ores

tatio

n).

• C

onfli

cts b

etw

een

diff

eren

t use

rs o

f the

coa

st a

nd b

etw

een

deve

lopm

ent a

nd c

onse

rvat

ion.

• C

oast

s as a

nat

ural

syst

em o

f int

erde

pend

ent p

lace

s. C

oast

al re

treat

, flo

odin

g an

d na

tura

l pro

cess

es. C

oast

al p

rote

ctio

n: so

ft an

d ha

rd

defe

nces

; man

agem

ent r

etre

at. D

iffer

ent v

iew

s on

coas

tal

prot

ectio

n.

Nat

iona

l, re

gion

al

and

loca

l

Cas

e st

udy

of a

loca

ted

cora

l ree

f or a

m

angr

ove

stan

d an

d its

m

anag

emen

t.

Cas

e st

udy

of a

stre

tch

of a

coa

stlin

e un

der

pres

sure

.

Cas

e st

udy

of o

ne

stre

tch

of re

treat

ing

coas

tline

.

Surv

eyin

g pe

ople

s’

view

s on

the

man

agem

ent o

f pr

essu

red

and/

or

retre

atin

g co

astli

nes

(fie

ldw

ork

oppo

rtuni

ty).

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

eogr

aphy

(4G

E0) –

Issu

e 1

– Se

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ber 2

008

© E

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d 20

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9

Sect

ion

A —

The

nat

ural

env

iron

men

t and

peo

ple

Top

ic 3

— H

azar

dous

env

iron

men

ts

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n O

ut-o

f-cl

assr

oom

le

arni

ng a

nd p

ract

ical

sk

ills

Som

e pl

aces

are

mor

e ha

zard

ous t

han

othe

rs.

• D

iffer

ent t

ypes

of h

azar

d (c

limat

ic, t

ecto

nic,

etc

).

• Th

e gl

obal

dis

tribu

tions

, cau

ses a

nd c

hara

cter

istic

s of t

ropi

cal

revo

lvin

g st

orm

s, vo

lcan

ic a

nd e

arth

quak

e ac

tivity

(pla

te

mov

emen

ts).

• M

easu

ring

and

reco

rdin

g w

eath

er c

ondi

tions

, eg

stro

ng w

inds

, in

tens

e ra

infa

ll.

Glo

bal

and

regi

onal

M

appi

ng th

e gl

obal

di

strib

utio

n of

rece

nt

haza

rds.

Col

lect

ing

and

reco

rdin

g w

eath

er d

ata

(f

ield

wor

k op

portu

nity

).

Haz

ards

hav

e an

impa

ct

on p

eopl

e an

d th

e en

viro

nmen

t.

• Id

entif

ying

the

scal

e of

nat

ural

dis

aste

rs a

nd th

eir s

hort-

term

(d

eath

s, in

jurie

s, da

mag

e to

bui

ldin

gs a

nd in

fras

truct

ure)

and

long

-te

rm (h

omel

essn

ess,

cost

s of r

epai

ring

dam

age)

impa

cts.

• R

easo

ns w

hy p

eopl

e co

ntin

ue to

live

in a

reas

at r

isk

from

haz

ard

even

ts.

Reg

iona

l an

d lo

cal

A c

ompa

rativ

e st

udy

of th

e im

pact

s of

tropi

cal s

torm

s, in

an

LIC

and

an

HIC

.

Res

earc

h in

to a

rece

nt

haza

rd e

vent

(eg

sate

llite

imag

es, d

amag

e ph

otog

raph

s).

Diff

eren

t lev

els o

f ec

onom

ic d

evel

opm

ent

affe

ct h

ow p

eopl

e co

pe

with

haz

ards

.

• M

anag

ing

haza

rds (

tropi

cal s

torm

s, vo

lcan

ic e

rupt

ions

and

ea

rthqu

akes

) inv

olve

s tak

ing

actio

ns b

oth

befo

re a

nd a

fter t

he e

vent

.

• Pr

edic

ting

and

prep

arin

g fo

r haz

ards

(edu

catio

n, e

arly

war

ning

sy

stem

s, sh

elte

rs).

• R

espo

ndin

g to

haz

ards

: sho

rt-te

rm (e

mer

genc

y ai

d an

d di

sast

er

relie

f); l

ong-

term

(ris

k as

sess

men

t, ad

just

men

t, im

prov

ing

pred

ictio

n).

Nat

iona

l C

ase

stud

ies o

f the

m

anag

emen

t of o

ne

tropi

cal s

torm

and

one

te

cton

ic e

vent

. One

of

thes

e sh

ould

hav

e ha

ppen

ed in

an

LIC

an

d th

e ot

her i

n an

H

IC.

Surv

eyin

g pe

ople

s’

view

s on

the

man

agem

ent o

f a h

azar

d ev

ent

(fie

ldw

ork

oppo

rtuni

ty).

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

eogr

aphy

(4G

E0) –

Issu

e 1

– Se

ptem

ber 2

008

© E

dexc

el L

imite

d 20

08

10

Sect

ion

B —

Peo

ple

and

thei

r en

viro

nmen

ts

Top

ic 4

— E

cono

mic

act

ivity

and

ene

rgy

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n O

ut-o

f-cl

assr

oom

le

arni

ng a

nd p

ract

ical

sk

ills

Econ

omic

act

ivity

su

stai

ns p

eopl

e an

d in

volv

es o

utpu

t fro

m a

nu

mbe

r of d

iffer

ent

econ

omic

sect

ors.

• Th

e cl

assi

ficat

ion

of e

mpl

oym

ent b

y se

ctor

: prim

ary,

seco

ndar

y,

terti

ary

and

quat

erna

ry.

• Th

e re

lativ

e im

porta

nce

of th

ese

econ

omic

sect

ors c

hang

es w

ith

deve

lopm

ent a

nd v

arie

s bet

wee

n an

d w

ithin

cou

ntrie

s.

• In

form

al e

mpl

oym

ent:

char

acte

ristic

s and

cau

ses.

Glo

bal,

natio

nal

and

regi

onal

A c

ompa

rativ

e st

udy

of se

ctor

al sh

ifts i

n on

e H

IC a

nd o

ne L

IC.

Gra

phic

al re

pres

enta

tion

of e

mpl

oym

ent s

ecto

r da

ta.

The

loca

tion

and

grow

th

of p

artic

ular

type

s of

econ

omic

act

ivity

are

in

fluen

ced

by a

rang

e of

fa

ctor

s.

• Fa

ctor

s aff

ectin

g th

e lo

catio

n an

d gr

owth

of t

ertia

ry a

nd q

uate

rnar

y ac

tiviti

es (p

rosp

erity

, new

tech

nolo

gy, a

cces

sibi

lity,

tran

spor

t, go

vern

men

t pol

icy)

.

• Fa

ctor

s aff

ectin

g th

e ch

angi

ng lo

catio

n of

man

ufac

turin

g (T

NC

s, ra

w m

ater

ials

, lab

our,

new

tech

nolo

gy, g

over

nmen

t pol

icy)

.

Reg

iona

l

Glo

bal

Cas

e st

udy

of th

e fa

ctor

s aff

ectin

g th

e de

velo

pmen

t and

lo

catio

n of

one

hig

h-te

ch in

dust

ry.

Cas

e st

udy

of re

cent

em

ploy

men

t cha

nges

w

ithin

an

area

of a

H

IC.

Rea

sons

for t

he lo

catio

n of

fact

orie

s or s

ervi

ces

(fie

ldw

ork

oppo

rtuni

ty).

Incr

ease

d ec

onom

ic

prod

uctio

n cr

eate

s a

risin

g de

man

d fo

r ene

rgy

and/

or e

nerg

y ef

ficie

ncy.

• Th

e ris

ing

dem

and

for e

nerg

y an

d th

e en

ergy

gap

.

• Th

e co

ncep

t of ‘

prec

ious

’ ene

rgy

and

the

need

for e

nerg

y ef

ficie

ncy.

• Th

e re

lativ

e m

erits

of u

sing

rene

wab

le (e

g w

ind,

sola

r and

nuc

lear

po

wer

) ver

sus n

on-r

enew

able

sour

ces o

f ene

rgy

(eg

foss

il fu

els)

.

Glo

bal,

natio

nal

and

loca

l

R

esea

rch

into

ene

rgy

sour

ces o

f hom

e co

untry

.

Inve

stig

atin

g pe

ople

s’

view

s on

the

use

of

rene

wab

le a

nd n

on-

rene

wab

le e

nerg

y (f

ield

wor

k op

portu

nity

).

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

eogr

aphy

(4G

E0) –

Issu

e 1

– Se

ptem

ber 2

008

© E

dexc

el L

imite

d 20

08

11

Sect

ion

B —

Peo

ple

and

thei

r en

viro

nmen

ts

Top

ic 5

— E

cosy

stem

s and

rur

al e

nvir

onm

ents

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n O

ut-o

f-cl

assr

oom

le

arni

ng a

nd p

ract

ical

sk

ills

Ecos

yste

ms e

xist

at a

ra

nge

of sc

ales

and

in

volv

e th

e in

tera

ctio

n of

liv

ing

and

no

n-liv

ing

com

pone

nts.

• B

iom

es a

nd th

eir g

loba

l dis

tribu

tions

.

• Ec

osys

tem

s and

thei

r com

pone

nts:

rock

s; so

ils; c

limat

e; v

eget

atio

n;

faun

a.

• Th

e na

ture

of t

he te

mpe

rate

gra

ssla

nd b

iom

e an

d its

agr

icul

tura

l use

.

Glo

bal,

natio

nal

and

loca

l

Cas

e st

udy

of a

n ar

ea

of te

mpe

rate

gra

ssla

nd.

Smal

l-sca

le e

cosy

stem

in

vest

igat

ion

(f

ield

wor

k op

portu

nity

).

Ann

otat

ed sk

etch

of a

ch

erno

zem

soil

prof

ile

from

pho

togr

aphs

.

Farm

ing

is th

e pr

inci

ple

mea

ns o

f liv

elih

ood

in

mos

t rur

al e

nviro

nmen

ts.

• C

hara

cter

istic

s of r

ural

env

ironm

ents

: em

ploy

men

t; po

pula

tion

dens

ity; l

and

use

(incl

udin

g re

crea

tion

and

tour

ism

); ac

cess

ibili

ty;

cons

erva

tion.

• Fa

rmin

g as

a sy

stem

.

• D

iffer

ent t

ypes

of f

arm

ing:

ara

ble/

past

oral

; com

mer

cial

/sub

sist

ence

; in

tens

ive/

exte

nsiv

e an

d w

ays o

f rai

sing

agr

icul

tura

l pro

duct

ion

(e

g irr

igat

ion,

gla

ss h

ouse

s, ge

netic

eng

inee

ring,

HY

Vs)

.

• C

ause

s and

con

sequ

ence

s of o

verp

rodu

ctio

n (e

g de

clin

e of

farm

ing

in H

ICs)

and

food

shor

tage

s, an

d at

tem

pts t

o ta

ckle

thes

e pr

oble

ms.

Nat

iona

l an

d re

gion

al

Cas

e st

udy

of a

na

tiona

l par

k or

pr

otec

ted

area

.

Cas

e st

udy

of w

ays o

f ra

isin

g ag

ricul

tura

l pr

oduc

tion

(eg

irrig

atio

n in

Egy

pt,

GM

cro

ps in

USA

, ve

geta

ble

and

flow

er

prod

uctio

n in

Ken

ya).

Farm

pro

duct

ion

stud

y (f

ield

wor

k op

portu

nity

).

Rur

al e

nviro

nmen

ts a

re

chan

ging

.

• LI

C ru

ral s

ettle

men

t cha

nges

: far

min

g ch

ange

s (eg

cas

h cr

oppi

ng)

defo

rest

atio

n; c

hang

e in

occ

upat

ions

, pop

ulat

ion

chan

ges;

out

-m

igra

tion

(rur

al-to

-urb

an m

igra

tion)

.

• H

IC ru

ral s

ettle

men

t cha

nges

: new

eco

nom

ic a

ctiv

ities

; rur

al

depo

pula

tion;

cou

nter

urba

nisa

tion;

serv

ice

prov

isio

n.

Nat

iona

l, re

gion

al

and

loca

l

Si

te a

nd si

tuat

ion

of

loca

l rur

al se

ttlem

ents

ba

sed

on m

ap a

nd

phot

ogra

phic

evi

denc

e.

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

eogr

aphy

(4G

E0) –

Issu

e 1

– Se

ptem

ber 2

008

© E

dexc

el L

imite

d 20

08

12

Sect

ion

B —

Peo

ple

and

thei

r en

viro

nmen

ts

Top

ic 6

— U

rban

env

iron

men

ts

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n O

ut-o

f-cl

assr

oom

le

arni

ng a

nd p

ract

ical

sk

ills

• Th

e na

ture

of u

rban

isat

ion

(incl

udin

g su

burb

anis

atio

n an

d co

unte

r-ur

bani

satio

n); t

he fa

ctor

s aff

ectin

g th

e ra

te o

f urb

anis

atio

n an

d th

e em

erge

nce

of m

ega-

citie

s.

Map

ping

of t

he

chan

ging

glo

bal

dist

ribut

ion

of m

ega-

citie

s.

A g

row

ing

perc

enta

ge o

f th

e w

orld

’s p

opul

atio

n liv

es in

urb

an a

reas

.

• Th

e pr

oble

ms a

ssoc

iate

d w

ith ra

pid

urba

nisa

tion

incl

udin

g co

nges

tion,

tran

spor

t, em

ploy

men

t, cr

ime

and

envi

ronm

enta

l qu

ality

.

Glo

bal

and

loca

l

Envi

ronm

enta

l qua

lity

surv

ey

(fie

ldw

ork

oppo

rtuni

ty).

The

urba

n en

viro

nmen

t is

char

acte

rised

by

the

segr

egat

ion

of d

iffer

ent

land

use

s and

of p

eopl

e of

diff

eren

t eco

nom

ic

stat

us a

nd e

thni

c ba

ckgr

ound

.

• Fa

ctor

s enc

oura

ging

sim

ilar l

and

uses

to c

once

ntra

te in

par

ticul

ar

parts

of t

he u

rban

are

a (e

g lo

catio

nal n

eeds

, acc

essi

bilit

y, la

nd

valu

es).

• R

easo

ns fo

r, an

d co

nseq

uenc

es o

f, th

e se

greg

atio

n of

diff

eren

t soc

io-

econ

omic

and

eth

nic

grou

ps.

• Sh

anty

tow

ns (s

quat

ter c

omm

uniti

es):

loca

tion,

gro

wth

, pro

blem

s an

d m

itiga

ting

stra

tegi

es (i

nclu

ding

self-

help

).

Loca

l A

cas

e st

udy

of o

ne

city

to sh

ow th

e la

nd

use

patte

rns a

nd th

e di

strib

utio

n of

so

cial

/eth

nic

grou

ps.

A c

ase

stud

y of

shan

ty

tow

n m

anag

emen

t in

a LI

C c

ity.

Land

use

tran

sect

s pl

ottin

g (f

ield

wor

k op

portu

nity

).

Cha

nges

occ

ur a

s urb

an

envi

ronm

ents

age

and

the

need

s of p

eopl

e ch

ange

.

• Th

e na

ture

of,

and

reas

ons f

or, t

he c

hang

es ta

king

pla

ce a

t the

edg

e of

HIC

citi

es (e

g re

tail

com

plex

es, b

usin

ess p

arks

and

indu

stria

l es

tate

s). T

he ‘g

reen

field

’ ver

sus ‘

brow

nfie

ld’ d

ebat

e.

• A

reas

of s

ocia

l dep

rivat

ion

and

pove

rty in

HIC

citi

es: s

ympt

oms a

nd

loca

tions

. The

cha

ngin

g fo

rtune

s of i

nner

-city

are

as.

• Th

e ro

les o

f man

ager

s (pl

anne

rs, p

oliti

cian

s, pr

oper

ty d

evel

oper

s an

d in

dust

rialis

ts) i

n ur

ban

rege

nera

tion

and

re-im

agin

g.

Loca

l A

cas

e st

udy

of o

ne

nam

ed u

rban

are

a in

an

HIC

to e

xpla

in h

ow

and

why

cha

nges

are

ta

king

pla

ce.

Ann

otat

ed sk

etch

es o

f ur

ban

chan

ge b

ased

on

the

anal

ysis

of

phot

ogra

phs a

nd m

aps.

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

eogr

aphy

(4G

E0) –

Issu

e 1

– Se

ptem

ber 2

008

© E

dexc

el L

imite

d 20

08

13

Sect

ion

C —

Glo

bal i

ssue

s

Top

ic 7

— F

ragi

le e

nvir

onm

ents

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n

• Th

e fr

agile

nat

ure

of e

nviro

nmen

ts; t

he c

once

pt o

f sus

tain

abili

ty.

• C

ause

s of s

oil e

rosi

on a

nd d

eser

tific

atio

n: d

roug

ht; p

opul

atio

n pr

essu

re; f

uel s

uppl

y; o

verg

razi

ng; w

ar; m

igra

tion.

A

cas

e st

udy

of a

n ar

ea a

ffec

ted

by d

eser

tific

atio

n (e

g th

e Sa

hel).

• C

onse

quen

ces (

redu

ced

agric

ultu

ral o

utpu

t; m

alnu

tritio

n; fa

min

e;

refu

gees

) and

man

agem

ent o

f soi

l ero

sion

.

Reg

iona

l

Exam

ples

of f

arm

ing

prac

tices

to a

llevi

ate

soil

eros

ion.

• C

ause

s of d

efor

esta

tion:

com

mer

cial

tim

ber e

xtra

ctio

n; a

gric

ultu

re;

min

ing;

tran

spor

t; se

ttlem

ent.

• C

onse

quen

ces:

loss

of b

iodi

vers

ity; c

ontri

butio

n to

glo

bal w

arm

ing;

ec

onom

ic d

evel

opm

ent.

• M

anag

ing

rain

fore

sts i

n a

sust

aina

ble

way

(eg

agro

-for

estry

); th

e ne

ed fo

r int

erna

tiona

l co-

oper

atio

n.

Glo

bal

and

regi

onal

A c

ase

stud

y of

a th

reat

ened

trop

ical

rain

fore

st (e

g th

e A

maz

on, W

est A

fric

a, In

done

sia)

.

• C

ause

s of g

loba

l war

min

g an

d cl

imat

e ch

ange

: def

ores

tatio

n; u

se o

f fo

ssil

fuel

s; a

ir po

llutio

n; a

gric

ultu

ral c

hang

e; C

FCs.

• C

onse

quen

ces:

risi

ng se

a le

vels

; mor

e ha

zard

s; e

cosy

stem

cha

nges

; ne

w e

mpl

oym

ent o

ppor

tuni

ties;

cha

ngin

g se

ttlem

ent p

atte

rns;

hea

lth

and

wel

l bei

ng.

A c

ase

stud

y of

the

thre

ats p

osed

by

glob

al

war

min

g an

d cl

imat

e ch

ange

to o

ne c

ount

ry

(eg

Ban

glad

esh,

the

Mal

dive

s).

Envi

ronm

enta

l abu

se h

as

serio

us c

onse

quen

ces.

Its

caus

es n

eed

to b

e ta

ckle

d to

ens

ure

a m

ore

sust

aina

ble

futu

re.

• M

anag

ing

the

caus

es (a

nti-p

ollu

tion

legi

slat

ion,

alte

rnat

ive

ener

gy

sour

ces,

inte

rnat

iona

l coo

pera

tion)

and

ada

ptin

g to

the

cons

eque

nces

of

glo

bal w

arm

ing

and

clim

ate

chan

ge.

Glo

bal

and

natio

nal

A c

ase

stud

y of

atte

mpt

s to

tack

le th

e pr

oble

ms o

f gl

obal

war

min

g an

d cl

imat

e ch

ange

(eg

UN

co

nfer

ence

at R

io d

e Ja

neiro

, Kyo

to P

roto

col a

nd

its su

cces

sor)

.

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

eogr

aphy

(4G

E0) –

Issu

e 1

– Se

ptem

ber 2

008

© E

dexc

el L

imite

d 20

08

14

Sect

ion

C —

Glo

bal i

ssue

s

Top

ic 8

— G

loba

lisat

ion

and

mig

ratio

n

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n

• Th

e ris

e of

the

glob

al e

cono

my

(gro

wth

of p

rodu

ctio

n an

d co

mm

odity

cha

ins)

and

the

fact

ors e

ncou

ragi

ng it

(tra

de, f

orei

gn

inve

stm

ent,

aid,

labo

ur, m

oder

n tra

nspo

rt an

d in

form

atio

n te

chno

logi

es).

• Th

e gl

obal

shift

in m

anuf

actu

ring

and

the

reas

ons f

or it

(lab

our

cost

s, re

sour

ces,

prof

iteer

ing)

.

• TN

Cs:

org

anis

atio

n; ro

le a

s key

pla

yers

in th

e gl

obal

eco

nom

y;

bene

fits a

nd c

osts

to c

ount

ries h

ostin

g TN

Cs.

Glo

bal,

natio

nal

and

loca

l

A c

ase

stud

y of

the

glob

al o

pera

tions

of a

TN

C o

r a

TNC

’s o

pera

tions

in o

ne L

IC.

• Th

e gr

owth

of g

loba

l tou

rism

and

its c

ause

s (in

crea

sed

leis

ure,

the

pack

age

holid

ay, m

oder

n tra

nspo

rt, m

arke

ting)

. A

cas

e st

udy

of a

pac

kage

hol

iday

des

tinat

ion.

• Th

e im

pact

of m

ass t

ouris

m o

n th

e en

viro

nmen

t, ec

onom

y an

d pe

ople

of d

estin

atio

n ar

eas.

• A

ttem

pts t

o m

ake

tour

ism

mor

e su

stai

nabl

e (e

g ec

otou

rism

).

Glo

bal,

natio

nal

and

loca

l

A c

ase

stud

y of

sust

aina

ble

tour

ism

(eg

Gal

apag

os, B

huta

n).

• M

igra

tion

— a

com

pone

nt o

f pop

ulat

ion

chan

ge; i

nter

natio

nal

mig

ratio

n; n

et m

igra

tion.

• Ty

pes o

f mig

ratio

n (v

olun

tary

ver

sus f

orce

d); t

he p

ush-

pull

fact

ors

affe

ctin

g m

igra

tion.

Glo

balis

atio

n is

mak

ing

the

natio

ns o

f the

wor

ld

incr

easi

ngly

in

terd

epen

dent

. Maj

or

mov

emen

ts o

f peo

ple

are

both

a c

ause

and

a

cons

eque

nce

of th

is

inte

rdep

ende

nce.

• M

anag

ing

mig

ratio

n —

refu

gee

and

asyl

um-s

eeke

r iss

ues:

the

case

fo

r con

trolli

ng m

igra

tion

flow

s.

Glo

bal,

natio

nal

and

loca

l

A c

ase

stud

y of

inte

rnat

iona

l mig

ratio

n (e

g as

ylum

seek

ers a

nd e

cono

mic

mig

rant

s to

UK

).

Spec

ifica

tion

– Ed

exce

l IG

CSE

in G

eogr

aphy

(4G

E0) –

Issu

e 1

– Se

ptem

ber 2

008

© E

dexc

el L

imite

d 20

08

15

Sect

ion

C —

Glo

bal i

ssue

s

Top

ic 9

— D

evel

opm

ent a

nd h

uman

wel

fare

Key

idea

s E

ssen

tial c

onte

nt

Scal

e R

equi

red

exem

plifi

catio

n

• Th

e na

ture

of d

evel

opm

ent

(a c

ompl

ex, m

ulti-

stra

nd p

roce

ss) a

nd

qual

ity o

f life

.

• D

evel

opm

ent i

ndic

ator

s: p

er c

apita

GD

P/G

NI;

empl

oym

ent b

y se

ctor

; ene

rgy

cons

umpt

ion;

birt

h, d

eath

and

infa

nt m

orta

lity

rate

s;

life

expe

ctan

cy.

• Q

ualit

y of

life

indi

cato

rs: h

ousi

ng; h

ealth

and

hea

lthca

re; a

cces

s to

serv

ices

; die

t; lit

erac

y; se

curit

y an

d sa

fety

; pol

itica

l fre

edom

; the

PQ

LI a

nd H

DI.

Glo

bal

and

natio

nal

• Th

e cl

assi

ficat

ion

of c

ount

ries a

ccor

ding

to th

eir l

evel

of e

cono

mic

de

velo

pmen

t — H

IC, M

IC a

nd L

IC.

• Th

e ch

angi

ng p

atte

rn o

f glo

bal d

evel

opm

ent.

• Th

e de

velo

pmen

t gap

at d

iffer

ent s

patia

l sca

les (

sym

ptom

s and

ca

uses

) —

glo

bal (

Nor

th-S

outh

Div

ide)

; reg

iona

l (gr

owth

ver

sus

decl

ine;

cor

e ve

rsus

per

iphe

ry) w

ithin

cou

ntrie

s; lo

cal (

depr

ivat

ion

vers

us a

fflu

ence

) with

in u

rban

are

as.

Glo

bal,

regi

onal

an

d lo

cal

A c

ase

stud

y of

regi

onal

dis

parit

ies w

ithin

one

co

untry

or q

ualit

y of

life

dis

parit

ies w

ithin

one

ci

ty.

• R

apid

pop

ulat

ion

grow

th a

nd it

s qua

lity

of li

fe c

onse

quen

ces

(pov

erty

, une

mpl

oym

ent,

inad

equa

te h

ousi

ng a

nd p

hysi

cal

infr

astru

ctur

e).

A c

ase

stud

y of

pop

ulat

ion

polic

ies i

n ei

ther

Chi

na

or In

dia.

• G

over

nmen

t pol

icie

s to

redu

ce p

opul

atio

n gr

owth

. A

cas

e st

udy

of a

UN

aid

age

ncy

(eg

WH

O,

FAO

).

Diff

eren

ces i

n de

velo

pmen

t and

hum

an

wel

fare

exi

st a

t a ra

nge

of sc

ales

and

are

subj

ect

to c

hang

e ov

er ti

me.

• M

anag

ing

disp

ariti

es in

dev

elop

men

t and

qua

lity

of li

fe: a

ppro

pria

te

aid;

usi

ng in

term

edia

te te

chno

logy

; fai

r and

free

r tra

de; d

ebt r

elie

f.

A c

ase

stud

y of

a n

on-g

over

nmen

tal a

id a

genc

y (e

g O

xfam

, Red

Cro

ss).


Assessment

Assessment summary Paper 1 is an externally assessed examination paper lasting 2 hours and 45 minutes.

Summary of table of assessment

Paper 1 Paper code: 4GE0/01

• Externally assessed

• Availability June series

• First assessment: June 2011


• The single tier of entry will contain a variety of question types, such as multiple-choice questions, short and extended answer questions, graphical and data questions and fieldwork questions.







Assessment Objectives and weightings % in IGCSE

AO1: recall, select, and communicate their knowledge and understanding of places, environments and concepts

30-40%

AO2: apply their knowledge and understanding in familiar and unfamiliar contexts

30-40%

AO3: select and use a variety of skills, techniques and technologies to investigate, analyse and evaluate questions and issues

30-40%

TOTAL 100%


Entering your students for assessment

Student entry

Details of how to enter students for this qualification can be found in Edexcel’s International Information Manual, copies of which (in CD format) are sent to all active Edexcel centres. The information can also be found on Edexcel’s international website: www.edexcel-international.org/sfc/academic/infomanual

Combinations of entry

There are no forbidden combinations.

Access arrangements and special requirements

Edexcel's policy on access arrangements and special considerations for GCE, GCSE, IGCSE, and Entry Level qualifications aims to enhance access to the qualifications for students with disabilities and other difficulties without compromising the assessment of skills, knowledge, understanding or competence.

Please see the Edexcel website (www.edexcel.org.uk/sfc) for:

• the Joint Council for Qualifications (JCQ) policy Access Arrangements and Special Considerations, Regulations and Guidance Relating to Students who are Eligible for Adjustments in Examinations

• the forms to submit for requests for access arrangements and special considerations

• dates for submission of the forms.

Requests for access arrangements and special considerations must be addressed to:

Special Requirements Edexcel One90 High Holborn London WC1V 7BH


Assessing your students The first assessment opportunity for Paper 1 will take place in the June 2011 series and in each following June series for the lifetime of the specification.

Your student assessment opportunities

Paper June 2011 June 2012 June 2013 June 2014

Paper 1

Awarding and reporting

The grading, awarding and certification of this qualification will follow the processes outlined in the current GCSE/GCE Code of Practice for courses starting in September 2009, which is published by the Qualifications and Curriculum Authority. The IGCSE qualification will be graded and certificated on an eight-grade scale from A* to G.

Students whose level of achievement is below the minimum standard for Grade G will receive an unclassified U. Where unclassified is received it will not be recorded on the certificate.

The first certification opportunity for the Edexcel IGCSE in Geography will be 2011.

Students whose level of achievement is below the minimum judged by Edexcel to be of sufficient standard to be recorded on a certificate will receive an unclassified U result.

Language of assessment

Assessment of this specification will be available in English only. Assessment materials will be published in English only and all work submitted for examination and moderation must be produced in English.

Malpractice and plagiarism

For up-to-date advice on malpractice and plagiarism, please refer to the JCQ’s Suspected Malpractice in Examinations: Policies and Procedures document on the JCQ website www.jcq.org.uk/

Student recruitment Edexcel’s access policy concerning recruitment to our qualifications is that:

• they must be available to anyone who is capable of reaching the required standard

• they must be free from barriers that restrict access and progression

• equal opportunities exist for all students.

http://www.jcq.org.uk/


Progression This qualification supports progression to:

• GCE in Geography

• GCE in Geology

• GCE in Environmental Sciences

• GCE in Travel and Tourism

• GCE in Leisure and Recreation

• BTEC Nationals in the land-based sector

• further training or employment.

Grade descriptions Grade A

Candidates accurately recall detailed information about places, environments and themes, across all scales, as required by the specification, and show detailed knowledge of location and geographical terminology.

Candidates thoroughly understand geographical ideas from the specification content, and apply their understanding to analyses of unfamiliar contexts. They understand the way in which a wide range of physical and human processes interact to influence the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand complex interrelationships between people and the environment, and how considerations of sustainable development affect the planning and management of environments and resources. They evaluate the significance and effects of values and attitudes of those involved in geographical issues and in decision making about the use and management of environments.

Candidates undertake geographical enquiry, identifying relevant questions, implementing effective sequences of investigation, and collecting a range of appropriate evidence from a variety of primary and secondary sources. They use relevant skills and techniques effectively, drawing selectively on geographical ideas to interpret evidence, reaching substantiated conclusions, communicating outcomes clearly and effectively, and critically evaluating the validity and limitations of evidence and conclusions.

Grade C

Candidates accurately recall information about places, environments and themes, at a range of scales, as required by the specification, and show a broad knowledge of location and geographical terminology.

Candidates understand geographical ideas from the specification content in a variety of physical and human contexts. They understand a range of physical and human processes and their contribution to the development of geographical patterns, the geographical characteristics of particular places and environments, and their interdependence. They understand interrelationships between people and the environment and appreciate that considerations of sustainable development affect the planning and management of environments and resources. They understand the effects of the values and attitudes of those involved in geographical issues and in decision making about the use and management of environments.


Candidates undertake geographical enquiry, identifying questions or issues, suggesting appropriate sequences of investigation, collecting appropriate evidence from a variety of primary and secondary sources, using a range of relevant skills and techniques, reaching plausible conclusions, communicating outcomes, and appreciating some of the limitations of evidence and conclusions.

Grade F

Candidates can recall basic information about places, environments and themes, at more than one scale, as required by the specification, and show an elementary level of knowledge of location and geographical terminology.

Candidates can understand some simple geographical ideas in a particular context from the specification content. They understand some simple physical and human processes and recognise that they contribute to the development of geographical patterns and the geographical characteristics of places and environments. They have a simple understanding of some interrelationships between people and the environment, and the idea of sustainable development. They show some awareness of the values and attitudes of people involved in geographical issues and in decision making about the use and management of environments.

Candidates undertake geographical enquiry, collecting and recording geographical evidence from primary and secondary sources, drawing simple maps and diagrams, communicating information and outcomes by brief statements, and recognising some of the limitations of evidence.


Support and training

Edexcel support services Edexcel has a wide range of support services to help you implement this qualification successfully.

ResultsPlus — ResultsPlus is an application launched by Edexcel to help subject teachers, senior management teams, and students by providing detailed analysis of examination performance. Reports that compare performance between subjects, classes, your centre and similar centres can be generated in ‘one-click’. Skills maps that show performance according to the specification topic being tested are available for some subjects. For further information about which subjects will be analysed through ResultsPlus, and for information on how to access and use the service, please visit www.edexcel.org.uk/resultsplus

Ask the Expert — Ask the Expert is a new service, launched in 2007, that provides direct email access to senior subject specialists who will be able to answer any questions you might have about this or any other specification. All of our specialists are senior examiners, moderators or verifiers and they will answer your email personally. You can read a biography for all of them and learn more about this unique service on our website at www.edexcel.org.uk/asktheexpert

Ask Edexcel — Ask Edexcel is Edexcel’s online question and answer service. You can access it at www.edexcel.org.uk/ask or by going to the main website and selecting the Ask Edexcel menu item on the left.

The service allows you to search through a database of thousands of questions and answers on everything Edexcel offers. If you don’t find an answer to your question, you can choose to submit it straight to us. One of our customer services team will log your query, find an answer and send it to you. They’ll also consider adding it to the database if appropriate. This way the volume of helpful information that can be accessed via the service is growing all the time.

Examzone — The Examzone site is aimed at students sitting external examinations and gives information on revision, advice from examiners and guidance on results, including re-marking, re-sitting and progression opportunities. Further services for students — many of which will also be of interest to parents — will be available in the near future. Links to this site can be found on the main homepage at www.examzone.co.uk.

Training A programme of professional development and training courses, covering various aspects of the specification and examination, will be arranged by Edexcel. Full details can be obtained from our website: www.edexcel.org.uk

http://www.edexcel.org.uk/asktheexpert

http://www.edexcel.org.uk/ask

http://www.examzone.co.uk/

http://www.edexcel.org.uk/


Textbooks and resources Please note that while resources are checked at the time of publication, materials may be withdrawn from circulation at any time.

Particularly recommended

Milner S and Phillipson O — Longman Geography for IGCSE (Longman, 2005) ISBN 140580209X

Also recommended

Horden R, Lamb P and Milner S — Managing Geography (Hodder and Stoughton, 2003) ISBN 0340802162

Waugh D and Bushell T — Key Geography for GCSE Book 1 (Nelson Thornes, 1998) ISBN 0748763034

Waugh D and Bushell T — Key Geography for GCSE Book 2 (Nelson Thornes, 1998) ISBN 0748736492

1737sb090608S:\LT\PD\IGCSE\IGCSE Geography (4GE0).doc.1-31/0

September 2008 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.org.uk Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH. VAT Reg No 780 0898 07

http://www.edexcel.org.uk/

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