1. 6GEO3 Unit 3 Contested Planet Overview and Skills

2. What is this presentation about?
This presentation gives you an overview of Unit 3, Contested Planet
It outlines the content and structure of the Unit
The three synoptic themes of the Unit are explored – these are players, actions and futures.
Some key advice is given for each of the two parts of the examination (Sections A and B)
Contested
Planet
Energy Security
Water Conflicts
Biodiversity
Under
Threat
Superpower Geographies
Bridging the Development Gap
Technological
Fix?

3. CONTENTS Content and structure Synoptic themes Section A of the exam
Section B of the exam
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4. 1. Content and structure Unit 3 forms the Core of A2 Geography
AS Level
Unit 1 Global Challenges
60%
CORE
Unit 2 Geographical Investigations
40%
OPTIONS
A2 Level
Unit 3
Contested Planet
UNIT 4 Geographical Research
Unit 3 forms the Core of A2 Geography
As with AS level, the weighting of the units is skewed towards the Core unit.
There are no Options in Unit 3, all of the content in the specification should be covered.

5. The 6 topics of Contested Planet
The 6 topics in Contested Planet combine into a linked sequence.
This firstly explores resources, then the differences between rich and poor.
Finally a range of solutions to global problems and inequalities are examined in ‘Technological Fix’. This last topic is summative and would benefit from being taught last.
Resources
1. Energy Security
2. Water Conflict
3. Biodiversity under Threat
Wealth and Power
4.Superpower Geographies
5.Bridging the Development gap
Solutions
6. The Technological Fix?

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

7. Section B Synoptic topic
Section A
Q1 Water Conflicts
Q2 Energy Security
Q3 Biodiversity under Threat
Q4 Bridging the Development Gap
Q5 Technological Fix?
Section B
Q6a-c Superpower Geographies
The topic for Section B is selected at random
The topic chosen cannot repeat within a single year e.g. Water Conflicts in January and June of one year
However, a topic could re-appear in the following year
The two diagrams illustrate the relationship between Sections A and B for two different exam sittings
Section A
Q1 Water Conflicts
Q2 Energy Security
Q3 Biodiversity under Threat
Q4 Superpower Geographies
Q5 Technological Fix?
Section B
Q6a-c Bridging the Development Gap

8. Teaching and Learning
Only teaching 3 or 4 of the six Contested Planet topics will restrict student choice in Section A of the exam
Only teaching 3 or 4 topics will reduce synoptic opportunities in Section B
‘Technological fix?’ examines a range of contrasting solutions to global and local issues related to energy, water, food supply and environmental issues – many of these approaches are integrated into the Water Conflicts, Energy Security and Bridging the Development Gap topics making Technological Fix? a summative overview of the Unit.
There are strong links between Unit 1 at AS Level and Unit 3 at A 2 level which should be drawn out to assist students with the Section B issues analysis (see diagram for example)
Climate Change at AS level
Biodiversity reduction due to climate stress
Water stress made worse by increasing aridity
Fossil fuel use contributing to climate change
Superpowers and emerging powers as the main greenhouse gas emitters
Geoengineering fixes as a ‘solution’ to global warming

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

10. LOGGERS – an area of timber resources that could be exploited
Players
CONSERVATIONISTS – an area of biodiversity to be protected from human activity
Players focuses on the organisations, groups and individuals who have a role to play within an issue
Players might be thought of as ‘decision makers’ or ‘stakeholders’
Players may hold very different views on an issue, because they have different opinions and values
It is important students understand these different positions and perspectives
INDIVIDUALS– an area to be enjoyed and explored; expectation that facilities and amenities will be available
TOURISM INDUSTRY – an area for making profits, but also requiring conservation to maintain visitor numbers
WATER INDUSTRY – an important source of freshwater to supply homes and industry
LOGGERS – an area of timber resources that could be exploited

11. Actions Actions focuses on both the scale and standpoint of actions
Global agreements and international action
National policy and management
Local governance and individual actions
Actions focuses on both the scale and standpoint of actions
There is a hierarchy of actions at different scales
There is often debate over which scale of management is best for a particular issue
Often an issue is managed at several scales
Chosen actions are influenced by players’ standpoints, especially political and economic beliefs
Neo-liberal
Socialist
Grassroots
Focus on commercial solutions and less government influence
Focus on national planning and targets, often top-down
Focus on bottom-up and sustainable, small scale initiatives
International, market-led
National, government led
Local, community led

12. Futures
Futures focuses on the direction the contested planet should take
Three future scenarios are recognised:
Business as usual
Sustainable
Radical
The first implies humans continue to behave in similar ways to the past i.e. high consumption and pollution
Sustainable futures suggests stabilising consumption and human environmental impacts
Radical implies concerted action to reverse environmental degradation
Each of the three futures have very different consequences and are supported by different players
Each approach has very different costs and benefits

13. 3. Section A of the exam
The five Section A questions are each worth 25 marks
Each question is split into a 10 mark part ‘a’, based on a Figure (resource) and a 15 mark part ‘b’.
Candidates should choose two questions
Spend no more than 40 minutes on each Section A question
Answers should be written in the dedicated space provided in the answer booklet 
Candidates should be very strict with timings, and keep an eye on the exam room clock

14. Resources
Section A resources will be a mixture of graphs, maps, diagrams and other illustrative material such as cartoons
Some text may be present and this should always be carefully read
Figures are provided as data stimulus, and candidates will not be asked to ‘describe’
Answers should focus on explanation and reasoning
Interpretation of Figures is a skills candidates should practice.
Carefully read Figure titles, as well as scales, axes and keys if present
Look for patterns, trends and relationships and seek to explain these
Read any text, or notes, carefully

15. Describe, Contrast – AS Level
Command words
Command words at A2 level will be different to those at AS level; some examples are shown below
In Section A in Unit 3 the ‘a’ parts will often use ‘explain’ or ‘suggest reasons’ whereas the ‘b’ parts will often focus on the higher level skills of ‘assess’ and ‘evaluate’
Assess, Evaluate, Discuss – A2 Level e.g. Section A part ‘b’ questions and Section B
Explain, suggest reasons – AS Level and A2 level e.g. Unit 3 Section A part ‘a’ questions and Section B
Describe, Contrast – AS Level

16. Examples and case studies
Students must use examples to illustrate their argument and discussion when ever they can –even when not directly asked to do so in the question.
This is especially important when questions use phrases such as ‘costs and benefits’ or ‘advantages and disadvantages’.
Avoid relying on one major case study as this often produces descriptive and unbalanced responses – a range of smaller examples illustrating several different aspects of the question is preferable
RANGE – more than one example
BALANCE – avoid being one-sided
DETAIL – example specific facts and figures
STRUCTURE – logical and organised writing
EVALUATIVE – moving towards an overview / brief conclusion

17. Balanced costs and benefits
Mark schemes
All A2 work is Levels marked; there is no point marking
Levels mark schemes have a step-like structure, which successive levels requiring higher skills and greater precision:
Assessment
Some examples
Range of examples
Balanced
Balanced costs and benefits
Descriptive comments
Some structure
Structured
Carefully structured
Level 1
Level 2
Level 3
Level 4

18. 4. Section B of the exam Section B is a synoptic issues analysis
It is based on pre-release resources in the form of a 5-6 page booklet
Usually the resources will be based on a region such as Europe, the Middle East or North America
They will focus on ONE of the topics from Unit 3 e.g. Water Conflicts of Superpower Geographies
The resources are written to LINK to other topics; there will be both obvious and more subtle linkages.
What is in the pre-release?
Text
Key words / terms
Figures – maps, tables, graphs etc
Views of players
Websites for further research
Options / choices may be included

19. The pre-release phase
Working with the pre-release
Make a glossary of key terms and research any new ideas and themes
Analyse the ‘Views’ and be prepared to quote them
Look for evidence of players, actions and futures
Do some selective research using the websites (and your own)
Look for synoptic links to other Unit 3 and Unit 1 topics, and global themes such as Climate Change or the Dev. Gap
Think about comparisons to parallel examples
During the pre-release phase the aim is to become so familiar with the resource booklet that it does not have to be ‘read’ in the exam
Spending time in the exam reading and searching for information will waste time

20. Questions
There will be 3 questions, forming a linked sequence (6a, 6b, 6c)
Total marks are 40; the tariff for each question will be in the range.
Refer to Figures and Views directly e.g. “Fig 2 shows that…”
Use examples and ideas from your whole course, where relevant
The first question will tend to ‘set the scene’ or make you focus on a key issue
Other questions will require you to assess or evaluate

21. Wider research Parallel examples Synoptic Links Context themes
Being synoptic
In order to reach the top levels of the Mark Scheme in Section B, synopticity is required
Essentially this means going beyond only relying on the resources printed in the Resource Booklet
This can be achieved in several different ways:
Facts, figures and ideas from the suggested websites, or your own sources such as Geography Review or many other sources; remember to state your source
Wider research
Comparing the situation(s) in the Resource Booklet to others you know of, briefly, to draw out similarities and differences, or suggest how the situation might be managed.
Parallel examples
Synoptic Links
Making links to the three synoptic themes of players, actions and futures, as well as global themes such as climate change, the development gap, sustainability etc.
Context themes
Making links to other topics in Unit 3, or other AS / A2 Units; this might involve bringing in models, theories or examples from elsewhere in your course

22. Final points on Section B
Make sure at least 70 minutes are set aside to complete Section B
Write to the mark allocation; a question worth 10 marks does not require an answer 3 sides long; a 16 mark question will need more than ¾ of one side.
Diagrams and tables are acceptable as part of an answer; complicated tables and scoring systems are not anticipated and will tend to take too long to complete
Highlight key and command words; for longer questions a very brief plan may help structure answers