Paper 3: Courseworkgeography

Paper 3: Coursework Geography Syllabus
Paper 3: Coursework Geography Definition

The Best Geography AS and A Level Notes, Revision Guides, Tips and Websites compiled from all around the world at one place for your ease so you can prepare for your tests and examinations with the satisfaction that you have the best resources available to you.

About Geography (9696):

The Geography syllabus builds upon skills gained at Cambridge IGCSE (or equivalent) level study. Learners widen their knowledge and understanding of the subject, while developing their investigative abilities and their evaluation and decision-making skills.

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June 2020 CIE IGCSE Geography Specimen Papers (9-1) IGCSE Geography Paper 1: 0976/01 – Download Insert – Download Paper – Download Mark Scheme. IGCSE Geography Paper 2: 0976/02 – Download Insert – Download Paper – Download Mark Scheme. IGCSE Geography Paper 4: 0976/04 (Alternative to coursework).

The syllabus is wide-ranging and comprises a variety of options. For example, learners can study topics such as hydrology and fluvial geomorphology, atmosphere and weather, rocks and weathering, population change and settlement dynamics. The syllabus considers a range of environments, from tropical to arid, and learners can also study subjects such as environmental management, global interdependence and economic transition.

Paper 4 - Alternative to Coursework Candidates answer two compulsory questions, completing a series of written tasks based on the three themes (see section 4). The questions involve an appreciation of a range of techniques used in fieldwork studies. Information about the new Edexcel AS and A levels in History (2015) for students and teachers, including the specification and other key documents.

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Our field studies for the Edexcel 2016 International AS and A Level Geography courses cover the Fieldwork and Geographical skills, including data manipulation and statistics, that students need. We support students in the development of their Geographical Investigation, choice of methodology and the carrying out of their Primary Data collection and research. Students will be provided with links to secondary data, including census information, newspaper articles and local websites and blogs.

We provide schools in advance with:

a fieldwork methodology student 'tool kit' of sampling and statistical methods and example worksheets tailored to our range of field studies
detailed background to our studies
links to census data and other relevant research material
a list of the syllabus themes that link to the studies.

Students must complete a minimum of two days of fieldwork (excluding research time). Research and fieldwork must be carried out in relation to processes in physical geography (Topic 1: Crowded Coasts) or human geography (Topic 2: Urban Problems, Planning and Regeneration).

Research and fieldwork will be assessed in the Unit 2 examination paper – Sections B and C. These questions will assess the geographical investigation process through familiar and unfamiliar contexts. The required knowledge, understanding and skills are outlined in the Fieldwork Skills tab. Familiar Questions relate directly to the candidates own fieldwork experience in a particular location and/or environment. Unfamiliar Questions are based on unseen resources (e.g. tables of data, photographs, maps, etc.), but in a similar context/environment linked to the specification.

Paper 3: Coursework Geography Syllabus

The following themes are recommended to help students meet the research and fieldwork requirement:

Topic 1: Crowded Coasts
Students could investigate questions relating to the following themes, and then use those questions to devise an appropriate methodology: 2.3.3 Coastal ecosystems and environments Enquiry question: How do coastal ecosystems develop, what is their value and how are they threatened? A research (secondary data) and fieldwork (primary data) investigation into the development and structure of sand dune, salt marsh or mangrove coastal ecosystems and an evaluation of the types and impacts of human activities threatening the coastal ecosystem. 2.3.4 Managing coastal change Enquiry question: How can coastlines be managed in a sustainable way? A research (secondary data) and fieldwork (primary data) investigation into the flood and/or erosion risk facing a stretch of coastline and an evaluation of the success of management measures and defences implemented to mitigate risk.

Topic 1: Crowded Coasts

Students could investigate questions relating to the following themes, and then use those questions to devise an appropriate methodology:
2.3.3 Coastal ecosystems and environments Enquiry question: How do coastal ecosystems develop, what is their value and how are they threatened?

A research (secondary data) and fieldwork (primary data) investigation into the development and structure of sand dune, salt marsh or mangrove coastal ecosystems and an evaluation of the types and impacts of human activities threatening the coastal ecosystem.

2.3.4 Managing coastal change
Enquiry question: How can coastlines be managed in a sustainable way?

A research (secondary data) and fieldwork (primary data) investigation into the flood and/or erosion risk facing a stretch of coastline and an evaluation of the success of management measures and defences implemented to mitigate risk.

Paper 3: Coursework Geography Definition

Topic 2: Urban Problems, Planning and Regeneration
Students could investigate questions relating to the following themes, and then use those questions to devise an appropriate methodology: 2.4.2 Transport issues in cities Enquiry question: Why has transport become a key issue in many cities and how can it be best managed? A research (secondary data) and fieldwork (primary data) investigation into the impacts of transport problems in an urban area and an evaluation of the strategies used to manage the situation. 2.4.4 Urban regeneration Enquiry question: How can the social, economic and environmental aspects of urban areas be improved by regeneration? A research (secondary data) and fieldwork (primary data) investigation into the impacts of an urban regeneration scheme and an evaluation of the success of the scheme in social and/or economic terms. It is crucial that students have access to appropriate opportunities for meaningful research. Teachers must also ensure that the fieldwork activities and environments experienced by students allow them to develop and demonstrate the full range, variety and diversity of skills required. Good practice should allow for students to follow the geographical investigation process and for students to be fully engaged in the decision-making processes in relation to their research and fieldwork investigation.

Topic 2: Urban Problems, Planning and Regeneration

Students could investigate questions relating to the following themes, and then use those questions to devise an appropriate methodology:
2.4.2 Transport issues in cities
Enquiry question: Why has transport become a key issue in many cities and how can it be best managed?

A research (secondary data) and fieldwork (primary data) investigation into the impacts of transport problems in an urban area and an evaluation of the strategies used to manage the situation.

2.4.4 Urban regeneration
Enquiry question: How can the social, economic and environmental aspects of urban areas be improved by regeneration?

A research (secondary data) and fieldwork (primary data) investigation into the impacts of an urban regeneration scheme and an evaluation of the success of the scheme in social and/or economic terms.

It is crucial that students have access to appropriate opportunities for meaningful research. Teachers must also ensure that the fieldwork activities and environments experienced by students allow them to develop and demonstrate the full range, variety and diversity of skills required.

Good practice should allow for students to follow the geographical investigation process and for students to be fully engaged in the decision-making processes in relation to their research and fieldwork investigation.