PAPER 3: THE SYNOPTIC INVESTIGATION (20% of final A level..)

SYNOPTICITY!! BE SYNOPTIC……….. ………………………..’the ability to draw on the understanding of the whole specification so as to think like a geographer!............

How to be Synoptic: Being able to ‘think like a geographer’ is a real skill. The examiner doesn’t just want facts here… He wants you to be able to draw upon many aspects of the subject. This is complex. How many different aspects of geography can you think of?

SYNOPTICITY?! Environmental aspects cultural differences Different levels of economic development/wealth(LEDC/MEDC) Psychological aspects, attitudes and values consequences of decision making Differences over space and time

‘SPEED’ Try this... Social Political Economic Environmental Development If you include all of these aspects in your essay you’ve been synoptic..

SYNOPTIC LESSON : DAVID ATTENBURGH: ‘HORIZON’PROGRAMME – HOW MANY PEOPLE CAN LIVE ON OUR PLANET? https://vimeo.com/93670368 SYNOPTIC LESSON : DAVID ATTENBURGH: TASK: WATCH THE FILM AND AS YOU WATCH IT WRITE DOWN HOW MANY DIFFERENT GEOGRAPHICAL LINKS ARE BEING MADE. EACH GEOGRAPHICAL ‘LINK’ IS HELPING YOU TO UNDERSTAND WHAT SYNOPTICITY ACTUALLY MEANS….

Our A level specification Overview of A-level Geography Our A level specification Assessment overview Paper 1 - 30% of qualification Paper 2 - 30% of qualification Assessing topics 1, 2, 5, 6 and 7 and geographical skills 2 hours and 15 minutes 105 marks Assessing topics 3, 4, 8 and 9 and geographical skills Paper 3 - 20% of qualification Coursework - 20% of the qual. Synoptic Investigation 2 hours and 15 minutes 70 marks Independent Investigation Internally assessed, externally moderated written report (3000–4000 words) Overview A Level includes 350 marks broken down over three externally assessed papers and one NEA (non-examined assessment) component. Paper 1 assesses the physical geography specification content over 105 marks, with a duration of 2 hours and 15 minutes, 30% of the qual. Paper 2 assesses the human geography specification content over 105 marks with a duration of 2 hours and 15 minutes, 30% of the qual. Paper 3 is a synoptic investigation of a geographical issue that links the synoptic themes and is rooted in one of the compulsory topics. I will talk more about the synoptic themes in a moment. The paper totals 70 marks with a duration of 2 hours and 15 minutes, which includes a recommended 30 minutes of reading time. Paper 3 is worth 20% of the qual. The coursework assesses the A level Independent Investigation, is worth 20% of the qual, marked out of 70.

The TECTONIC PROCESSES AND HAZARDS THE SYNOPTIC PAPER 3 WILL DRAW ON KNOWLEDGE AND UNDERSTANDING FROM DIFFERENT PARTS OF THE COURSE AND WILL CONTAIN QUESTIONS FROM TWO OR MORE OF THE COMPULSORY CONTENT AREAS: TECTONIC PROCESSES AND HAZARDS THE WATER CYCLE AND WATER INSECURITY THE CARBON CYCLE AND ENERGY SECURITY GLOBALISATION SUPERPOWERS The

SYSYNOPTIC SYNOPTIC THEMES WITHIN THE COMPULSORY AREAS: These themes incorporate specialist geographical concepts, namely: causality, systems, feedback, inequality, identity, globalisation, interdependence, mitigation and adaptation, sustainability, risk, resilience and thresholds. THREE SYNOPTIC THEMES WHICH RUN THROUGH EACH COMPULSORY TOPIC ARE : PLAYERS (P) ATTITUDES AND ACTIONS (A) FUTURES AND UNCERTAINTIES *PLEASE SEE SPECIFICATION SHEET PAGE 9 FOR MORE CLARIFICATION ON THIS* SYSYNOPTIC

Attitudes and actions (A) Futures and uncertainties (F) 3. Synoptic themes Players (P) Attitudes and actions (A) Futures and uncertainties (F) 1. Tectonic Processes and Hazards Local and national governance. Roles of scientists, planners, engineers, NGOs & engineers 2. Globalisation WTO, IMF, World Bank, EU, ASEAN, govts. (economic liberalisation, attracting FDI), TNCs Opportunities for disadvantaged groups Pro- and anti-globalisation Environmental movement Pro- and anti-immigration Actions of NGOs and pressure groups Environmental consequences of resource consumption 3. The Water Cycle & Water Insecurity Role of planners (managing land use) Various players in trans-boundary and internal conflicts Contrasting attitudes to water supply (e.g. smart irrigation, water recycling  mega dams) Projections of future drought/flood risk Projections of future water scarcity 4. The Carbon Cycle & Energy Insecurity Role of TNCs, OPEC, consumers, governments Role of business in developing reserves vs. environmental groups & affected communities Attitudes of global consumers to environmental issues Attitudes of different countries, TNCs and people Uncertainty of global projections The synoptic themes at the top of this table (Players, Attitudes and actions, and Futures and uncertainties) are designed to support you in teaching students a holistic understanding of geography. Students are required to answer synoptic questions at AS (16-mark extended writing Qs) and at A-level (Paper 3) so it is important that they are reminded throughout their course of study about these over-arching themes… In this way, for example, AS students can make links between the role of government across the tectonics, globalisation and shaping places topics. And if asked about the role of governments in a 16-mark synoptic question they will be able to make direct links to their lessons rather than being required to think entirely ‘on their feet’. 5. Superpowers Role of TNCs in maintaining power and wealth Role of powerful countries as ‘global police’ Role of emerging powers Actions and attitudes of global IGOs, different countries Attitudes in relation to resources Contrasting cultural ideologies Uncertainty over future power structures

3. Synoptic themes At A level , these synoptic themes will prepare students for Paper 3 which typically includes 8 mark, 18 mark and 24 mark extended writing questions. Similarly, for example, A-level students can critically consider the importance of contrasting attitudes, both in responding to water insecurity (top-down mega projects like the Three Gorges in China vs. bottom-up water conservation strategies such as sand-trapped water reservoirs in South Africa) but also in response to the resource issues considered in the Superpowers topic. Delegates should be pointed towards the SAMs so they can have a quick look at some of the AS synoptic questions…

A-level synoptic Qs: Paper 3 p.146-156 in the A-level SAMs A-level synoptic Qs: Paper 3 Paper 3 is a synoptic investigation that will link explicitly and/or implicitly to these synoptic themes (see p. 9 of the A-level spec) The synoptic themes should be integrated into your teaching to prepare students for the style of questions in Paper 3 As discussed, the integration of synoptic themes throughout your teaching of the spec content will also prepare them for Paper 3. This is a very brief look at the resource booklet (give delegates a chance to read the introduction in the red box), but we will look at this in more detail this afternoon.

Watch: The Millennium Development Goals https://www.youtube.com/watch?v=A5giOGjj5X8 (what we met and missed)

TASK 1.Read the Topic Eye article ‘Delivering the MDGs to sub- Saharan Africa.’ 2.Pick out the main points in the article. Look at the graphs and tables What do they show? 3. Answer the questions that follow in the booklet.