Section a CHANGING Places: 2.1 Changing Places

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.1a Changing place; changing places, relationships and connections

Geographical skills, literacy and 2.5 Number and statistical calculations: data sets (small to large) numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills.

Geographical content • The demographic, socio-economic and cultural characteristics of places as exemplified by the ‘home’ place (this may be a locality, neighbourhood or a small community) within Wales and at least one further contrasting place either within or beyond Wales.

How do places in Wales contrast in terms of their demographic, socio-economic and cultural characteristics?

Question Assessment Element Assessment for Learning Objective

1. Identify 3 possible perceptions of the place shown on AO3 N/A It is anticipated that answers will reflect the concepts below - Resource A. Use a variety of Farmland relevant Open land quantitative, Isolated qualitative and Beautiful fieldwork skills to:

2. Describe the cultural characteristics of Eglwysbach using AO3 N/A The candidate is expected to identify - the data on Resource B. Use a variety of The high percentage of Welsh speakers. relevant The majority of the population was born in Wales. quantitative, Christianity stands out as the religion with the highest number of followers, with only 0.3% of the qualitative and population (4 people) professing ‘other religion.’ fieldwork skills to: 98.8% of the population identify themselves as ‘White British’.

3. Explain the demographic characteristics of Radyr, using AO3 N/A The percentage of older inhabitants is comparatively high in Radyr. the image on Resource C and data on Resource D. Use a variety of There are a low percentage of young people between the ages of 20 and 29. relevant This reflects the probability that younger people move out of suburbs, such as Radyr (as exemplified

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

quantitative, by the semi -detached houses shown in Resource C). They leave to pursue an education, for example. qualitative and House prices are comparatively high in such established suburbs with substantial houses and young fieldwork skills to: families often cannot afford to purchase in these areas. This again leads to a comparatively low percentage of people in younger age groups.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.1b Changing place; changing places, relationships and connections.

Geographical skills, literacy and 1.4 Cartographical information: direction numeracy skills and quantitative 5.2 Cartographical information for: land-use identification and qualitative skills. 6.3 Cartographic and graphical material: Ordnance Survey maps (1:50,000) 8.2 Textual and visual sources: images

Geographical content • Factors (shifting flows of and connections between people, resources, money and investment and ideas) that have shaped and continue to shape the characteristics of place at all scales from local to global, for example MNC fast food chains.

How do processes, such as globalisation, impact on the characteristics of places?

Question Assessment Element Assessment for Learning Objective

1. Describe the location of the Tesco site in Chatteris using AO3 N/A The map shows – the 1:50,000 O.S. map on Resource C and the Use a variety of The location of the site on the western side of the town. photograph on Resource B. relevant The site is above the flood plain (see the contour line) on a gradual slope. quantitative, It is located on an A road. qualitative and According to the photograph - it is located close to a roundabout on the A141 (A142). This road fieldwork skills to: operates as a by-pass, as demonstrated by the sign ‘all through routes’.

2. The Tesco store in Chatteris remained an empty building AO2 1b – Apply • Competition from other supermarkets e.g. German low cost supermarkets Aldi / Lidl. This for four years. Apply knowledge knowledge reflects the effects of globalisation. Suggest one reason why. and and understanding in understanding • An unsuitable location. It is built on the edge of the town and so it is more difficult for different contexts in different Chatteris residents to reach the store. Drivers using the A141 to bypass Chatteris are to contexts to travelling to other locations and so have little need of a supermarket. interpret, analyse interpret and geographical evaluate information geographical and issues. information and issues

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

3. Suggest how the image on Resource D reflects shifting AO3 N/A The image shows cards that celebrate the Islamic festival of Eid on sale in a Tesco supermarket in flows of people, resources, money and investments and Use a variety of Harrow, North West London. ideas. relevant quantitative, The Eid cards reflect a range of flows. qualitative and The candidate could refer to - fieldwork skills to: • Flows of people – there are more followers of the Islamic faith living in the UK now, especially in the larger urban areas. There is therefore a demand for new resources e.g. cards/ specialised foods and supermarkets are responding to this demand.

• Flows of ideas – the cards reflect greater multiculturalism i.e. people from other faiths wish to mark and celebrate the importance of Eid with their friends and neighbours.

• The giving of Eid cards also demonstrates the transference of the custom of sending Christmas cards to a new cultural context.

4. Discuss the statement – ‘processes such as globalisation AO2 1c – Apply The question gives the candidate the opportunity to set out an extensive discussion, using the impact upon the characteristics of places’. Apply knowledge knowledge stimulus material to support a range of observations. and and e.g. the candidate could provide information about the expansion of Tesco across the world as an understanding in understanding indication of the ubiquity (ever present nature) of globalisation. different contexts in different to contexts to This discussion could then lead to a consideration of ‘clone towns’ and the loss of the traditional interpret, analyse evaluate character of ‘the High Street’ e.g. independent restaurants and cafes closing as a result of and geographical competition from MNC fast food chains. evaluate information geographical and In contrast, MNCs, such as Tesco, also adapt in order to reflect the characteristics of new places e.g. information and issues. Tesco in Shanghai use the same logos and ‘branding’ as Tesco in the U.K. but sell highly contrasting issues goods e.g. live crabs. This reflects the demands of the local community and their neighbouring environment – i.e. communities with a coastal location are likely to have a tradition of eating sea food.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.2a Changing place; changing places – meaning and representation

Geographical skills, literacy and 8.2 Textual and visual sources: images numeracy skills and quantitative 8.4 Textual and visual sources: discursive / creative material and qualitative skills.

Geographical content • Places are represented in a variety of different forms including advertising and promotional material through different media and publications.

How can places be represented in a variety of different forms?

Question Assessment Element Assessment for Learning Objective

1. Compare the two images of Blaenau Ffestiniog shown AO3 N/A The 2 show a mountain landscape / sparse vegetation. on Resource A and B. Use a variety of relevant One (Resource B) shows more of the natural physical geography of the area i.e. a scree slope quantitative, The other (Resource A) focuses on the human impact on the landscape. The rocks shown in the qualitative and foreground are not scree, but spoil material from the quarry workings. fieldwork skills to:

2. Explain the image of Blaenau Ffestiniog shown on AO3 N/A The primary focus of the image is on the (narrow-gauge) train. Resource C. Use a variety of - it demonstrates the importance of the train as a tourist attraction which supports the local relevant community. quantitative, qualitative and In the background, the image shows the remains of the original slate industry which built the narrow- fieldwork skills to: gauge railway for transport.

Thus the train track and rolling stock have changed from having an industrial function to being a major draw for visitors to the town.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

quantitative, • A different landscape that provides a location for a wide range of activities e.g. activities in the qualitative and dry environment of the Llechwedd cavern. fieldwork skills to: • An environment which is attractive to a wide range of people e.g. families / parties of young people. • The advertisements ‘sell’ Blaenau Ffestiniog as a pioneering and novel environment.

4. ‘The images of Blaenau Ffestiniog in the stimulus AO3 N/A It is anticipated that the candidate will agree with the statement in the question. material are misleading.’ Use a variety of To what extent do you agree? relevant The advertisements concentrate on the natural landscape of the town e.g. the image of the zipwire in quantitative, the snow. qualitative and fieldwork skills to: There are no images of the town itself and no evidence of deprivation is presented.

All the photographs were taken on dry days – this does not give a fair indication of the climate i.e. high levels of rainfall throughout the year.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.2b Changing place; changing places - meaning and representation.

Geographical skills, literacy and 2.6 Number and statistical calculations: data sets (small to large) numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills. 8.3 Textual and visual sources: factual text

Geographical content • Contrasting images portrayed by and between the formal statistical, media and popular images of places.

How are contrasting images of places portrayed by formal and informal representations?

Question Assessment Element Assessment for Learning Objective

Thus the train track and rolling stock have changed from having an industrial function to being a major draw for visitors to the town.

3. Analyse the image of Blaenau Ffestiniog presented in AO3 N/A The images presented include – the advertisements on Resource C and D. Use a variety of • An exciting environment – full of adventure. relevant • A dramatic landscape – especially under snow cover. quantitative, • A different landscape that provides a location for a wide range of activities e.g. activities in the

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

qualitative and dry environment of the Llechwedd cavern. fieldwork skills to: • An environment which is attractive to a wide range of people e.g. families / parties of young people. • The advertisements ‘sell’ Blaenau Ffestiniog as a pioneering and novel environment.

All the photographs were taken on dry days – this does not give a fair indication of the climate i.e. high levels of rainfall throughout the year.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.3a Changes over time in the economic characteristics of places

Geographical skills, literacy and 3.6 Cartographic and graphical material: graphs, including scatter, line, bar, triangular, logarithmic, bipolar numeracy skills and quantitative 8.3 Textual and visual sources: factual text and qualitative skills.

Geographical content • External forces and factors influencing economic restructuring including changing technology and lifestyles, government strategy and globalisation.

How do government strategies in Wales influence economic restructuring?

Question Assessment Element Assessment for Learning Objective

1. Draw a graph, using the data on Resource B, to show AO3 N/A The candidate is expected to draw a bar chart. the ‘percentage change in the number of travellers from Use a variety of Anglesey Airport to Cardiff between 2008 and 2016’. relevant A graph that shows the years where there was a percentage increase in the passenger numbers quantitative, above the horizontal axis (set at 0) and the years when there was a reduction below this line would qualitative and present the data in a more sophisticated manner. fieldwork skills to: 80 60 40 20 0 -20 1 2 3 4 5 6 7 8 9 10 -40

2. Describe the variations shown in the number of AO3 N/A The candidate is expected to note – passengers from Anglesey airport to Cardiff between Use a variety of 2008 and 2016 (Resource B) relevant • Strong growth in 2008 and then a decline over the next two years of 46%. quantitative, • The percentage fluctuates (rises and falls) between 2011 and 2013.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

qualitative and • The percentage increases substantially in 2015 (24%) – but falls again in 2016. fieldwork skills to:

3. Suggest 2 reasons why the Welsh Government is AO2 1b – Apply The government is attempting to promote industry in the north of Wales e.g. development of the investing in an ‘air link’ between Anglesey and Cardiff. Apply knowledge knowledge ‘knowledge economy’ in the area around Bangor University. and and understanding in understanding To improve communication between companies in Wales to enable them to co-operate and take different contexts in different advantage of economies of scale – e.g. companies promoting foodstuffs can work together on to contexts to world-wide marketing. interpret, analyse interpret and geographical evaluate information geographical and issues. information and issues.

4. Use the information on Resource C to describe how The AO3 N/A • The bank offers loans between £1,000 and 5 million to start businesses. Development Bank of Wales encourages the growth of Use a variety of • The bank offers loans to businesses based on technology. new businesses. relevant • It also lends to ‘micro businesses’ – not only to large companies. quantitative, • It aims to bring in more business by encouraging relocation into Wales. qualitative and fieldwork skills to:

5. Evaluate the strategies the government in Wales has AO2 1c – Apply The government attempts to influence through, for example, offering loans from The Development adopted in order to influence economic restructuring. Apply knowledge knowledge Bank of Wales. and and understanding in understanding It also offers subsidies to improve communications e.g. it gives financial support to the company different contexts in different that flies between Anglesey and Cardiff. This contributes to the aim of re-structuring through to contexts to encouraging the development of Bangor as a hub for quaternary industry. interpret, analyse evaluate and geographical That said, not every strategy is successful – e.g. ‘micro’ companies do not employ many workers. evaluate information geographical and Also, government strategies compete with other forces e.g. the effects of globalisation. information and issues. issues.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.3b Changes over time in the economic characteristics of places

Geographical skills, literacy and 2.5 Number and statistical calculations: data sets (small to large) numeracy skills and quantitative 3.6 Cartographic and graphical material: graphs, including line, bar and qualitative skills. 8.2 Textual and visual sources: images 8.3 Textual and visual sources: factual text

Geographical content • Examples of the decline in primary employment in rural areas and in secondary employment in urban places, using the home areas where possible.

How do external forces lead to a decline in primary and secondary employment?

Question Assessment Element Assessment for Learning Objective

1. State the term used to describe the site in the AO3 N/A Brownfield site. foreground of the photograph of Resource C. Use a variety of relevant quantitative, qualitative and fieldwork skills to:

2. Draw a graph to represent the number of full time and AO3 N/A The candidate could draw a bar graph part time farmers in Wales, according to the data on Use a variety of It is important that they show the time interval between 2007 and 2015 i.e. the data ‘jumps’ from 2007 Resource A. relevant to 2015/16/17 quantitative, qualitative and fieldwork skills to:

3. Suggest two reasons why the number of seasonal or AO3 N/A • The candidate is expected to suggest that the increase reflects the general reduction in farm occasional workers rose between 2007 and 2015. Use a variety of incomes in Wales, especially on the uplands, and therefore there are fewer permanent posts. relevant • The industry is moving to one where work is far less stable e.g. summer employment only. quantitative, • A change in the pattern of farming which has resulted in less permanent work e.g. the qualitative and decline in the milking industry. fieldwork skills to: • The candidate could also refer to the influence of diversification and more work in

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

conservation e.g. young people deriving their primary income from conservation work e.g. hedge laying / dry stone walling and working occasionally on farms according to the demand.

4. Outline the decline in secondary sector employment AO1 This AO is a Candidates are expected to use primarily the stimulus material presented in the article from the Daily across Wales. Demonstrate single Post on Resource B and also draw on their own knowledge. knowledge and element. According to the article (published in June 2017), which is based on data which was presented at the understanding of conference of the GMB Union- places, Wales lost 27,900 jobs in the manufacturing sector between 2006 and 2016 – that is a reduction of environments, 15%. concepts, North Wales lost 4,000 jobs. processes, interactions and In 2006, there were 183,000 full time and temporary jobs in the manufacturing industry in Wales – change, at a that is, 14% of the workforce. variety of scales. These numbers fell to 155,300 in 2016 – 11% of the workforce.

As a consequence of this reduction in the number of jobs, salaries in the manufacturing sector fell by £980 million.

5. Suggest three human factors which explain the decline AO2 1b – Apply Candidates are expected to refer to the following – in the manufacturing industry in urban areas. Apply knowledge knowledge and and • The effect of globalisation and the growth of the secondary sector in new locations e.g. the understanding in understanding closing of the clothing factory in Goodwick, Pembrokeshire (Resource C) different contexts in different to contexts to • The effects of cheaper methods of construction e.g. mechanisation in car manufacturing interpret, analyse interpret plants. and geographical evaluate information The candidate could also refer to the changing attitudes and policies of governments. geographical and issues. • E.g. governments are now placing more emphasis on encouraging the growth of tertiary and information and quaternary jobs – for example, the new plans to create ‘The Internet Coast’ in the city region issues. of Swansea Bay.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.4a Economic change and social inequalities in deindustrialised urban places

Geographical skills, literacy and 2.3 Number and statistical calculations: percentages numeracy skills and quantitative 3.2 Cartographic and graphical material: choropleth maps and qualitative skills. 8.3 Textual and visual sources: factual text

Geographical content • Consequences of loss of secondary industries in urban areas including unemployment.

What are the consequences of the loss of secondary industries in urban areas?

Question Assessment Element Assessment for Learning Objective

1. Use the information in the article on Resource A, and AO1 This AO is a The answer could include – your own knowledge, to outline the impact that closing Demonstrate single • The loss of 150 jobs secondary industries can have on urban areas. knowledge and element • Negative multiplier effect – e.g. loss of jobs in the tertiary sector as a consequence of the understanding of loss in the secondary sector. places, • Migration out of the urban area – especially younger people/ professional workers. environments, • An increase in areas of deprivation- e.g. reduction of incomes means lower spending power concepts, and so negative effects on other parts of the town/city e.g. closures in shopping centres. processes, • Loss of work- this requires governments to offer more training/ improve skills so that interactions and workers have the opportunity to obtain better jobs. change, at a variety of scales.

2. The choropleth map on Resource C shows the AO3 N/A Neither area has the highest percentage of 5 – 6.6% percentage of the population who were claimants of’ Use a variety of jobseekers allowance’ or ‘out-of-work universal credit’ relevant On the whole, there are more claimants in the south – especially in the South Wales valleys e.g. areas in 2016. Compare the pattern of claimants seen in quantitative, of 2.5 to 3.2% claimants, with one area of 3.3 to 4%. South Wales with that of North Wales. qualitative and fieldwork skills to: There is greater variation in the north – Anglesey stands out with a higher percentage (2.5 to 3.2%), whilst Flintshire stands out as being in the lowest category (0 – 0.7%)

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

3. Justify the use of a choropleth map to present the AO2 1c – Apply • It is easier to interpret the information in a visual format. information shown on Resource C. Apply knowledge knowledge • It represents the spatial variation very clearly. and and • The data set is comparatively large, covering the whole of the UK, and therefore it is less understanding in understanding practical to present the data in a table or a bar chart. different contexts in different to contexts to interpret, analyse evaluate and geographical evaluate information geographical and information and issues. issues.

4. ‘The loss of secondary industries in an urban region AO2 1c – Apply The candidate is expected to weigh up the statement – leads to a lasting reduction in the quality of life of its Apply knowledge knowledge e.g. areas in South Wales that have lost jobs continue to demonstrate high indicators of deprivation – inhabitants.’ To what extent do you agree with this and and e.g. a high percentage of the population claiming JSA (Resource C) statement? understanding in understanding different contexts in different That said, the information on Resource B and C shows that some of the areas with the highest levels of to contexts to claimants e.g. West Rhyl and the Isle of Anglesey – are not areas that depended on secondary interpret, analyse evaluate industries in the past. and geographical evaluate information It is possible that the candidate might refer to plans devised at regional and national levels to raise the geographical and quality of life in areas that have lost their secondary industries e.g. raising the standard of the housing information and issues. stock (e.g. in Rhyl) or introducing innovative educational programmes. issues.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.4b Economic change and social inequalities in deindustrialised urban places

Geographical skills, literacy and 3.7 Cartographic and graphical materials: pie charts numeracy skills and quantitative 8.3 Textual and visual sources: factual text and qualitative skills.

Geographical content • Government policies in deindustrialised places including re-training, economic (local to global), environmental policies and stimulating tertiary growth an investment by foreign MNCs.

How do government policies attempt to respond to the needs of deindustrialised areas?

Question Assessment Element Assessment for leaving Objective

1. Use the information on Resource A to suggest C AO3 N/A Answers are expected to consider the following – outcomes the Welsh Government is seeking through Use a variety of • Improving the quality of the environment / ‘greening’ the old industrial areas. investing £22 million in the Valleys Regional Park relevant • Make the area more accessible in a sustainable manner e.g. the cycle path. scheme. quantitative, • Encouraging tourism and other tertiary sector industries. e.g. erecting new brown ‘tourist qualitative and attraction’ signs. fieldwork skills to:

2. Draw a pie chart to represent the following data from AO3 N/A The red section represents the contribution of the ERDF. Resource B – the Coastal Tourism project was given a Use a variety of The blue shows funding from other bodies. total of £18.9 million and from this £8.7 million came relevant from the ERDF. quantitative, qualitative and fieldwork skills to:

1 2 3

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

3. Assess the success of the Coastal Tourism and AO2 1c – Apply The candidate might consider some of the following points in their answer – Sustainable Tourism projects (Resource B). Apply knowledge knowledge The schemes have been successful in terms of attracting many more visitors – see the data on visitor and and numbers. understanding in understanding different contexts in different That said, the schemes did not succeed in creating many more job. Candidates are expected to note to contexts to that the targets for the number of jobs to be created were reduced significantly as the schemes were interpret, analyse evaluate rolled out. e.g. the target for jobs associated with Coastal Tourism were reduced from 240 to 53. and geographical evaluate information geographical and information and issues. issues.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.5a The service economy (tertiary) and its social and economic impacts.

Geographical skills, literacy and 2.6 Number and statistical calculations: data sets (small to large) numeracy skills and quantitative 3.7 Cartographic and graphical material: pie charts and qualitative skills. 8.2 Textual and visual sources: images 8.3 Textual and visual sources: factual text

Geographical content • Gentrification and associated social changes in central urban places experiencing re-urbanisation.

What is the evidence that ‘gentrification’ is occurring in central urban places experiencing re-urbanisation?

Question Assessment Element Assessment for leaving Objective

1. Select evidence of gentrification in the AO3 N/A Boats, including yachts – these suggest that people with high incomes live close by. photograph of Swansea Bay docks shown on Use a variety of New flats, including some taller buildings with panoramic views. Resource A. relevant quantitative, qualitative and fieldwork skills to:

2. Outline further evidence of gentrification AO1 This AO is • Restaurants and bars which can be seen in dockland areas. Demonstrate a single • Hotels knowledge and element • Entertainment centres e.g. the Millennium Centre in Cardiff understanding of • Museums places, • New businesses e.g. MediaCity in Salford environments, • Universities concepts, • Offices processes, • Parks and landscaping. interactions and change, at a variety of scales.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

3. Draw an annotated diagram of an example of AO3 N/A The candidate is expected to include – gentrification you have studied Use a variety of • Evidence of the creation of new jobs in the tertiary/ quaternary sectors (e.g. MediaCity in Salford) relevant • Luxurious houses and flats / the conversion of old industrial buildings into homes and offices e.g. Cardiff quantitative, Bay. qualitative and • Hotels and entertainment areas fieldwork skills • Gardens and landscaped areas to: • The improvement of access – e.g. the Swansea Bay cycle path / the Cardiff ‘aquabus’ / the trams servicing Salford Quays.

4. Draw 2 pie charts using the data on Resource AO3 N/A The candidate should draw pie charts that demonstrate the contrast between Butetown data and that of the whole B. Use a variety of city. 1 pie chart to represent the Butetown data relevant e.g. far more people with a Level 4 Educational qualifications in Butetown. and the second to show the data for the quantitative, whole of Cardiff. qualitative and fieldwork skills to: Level 4 attainment shown in orange

Butetown educational attainment

data

1 2 3 4 5 6 7 8

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Section A CHANGING Places: 2.1 changing places

Level 4 attainment shown in orange.

Educational attainment in the city of Cardiff

1 2 3 4 5 6 7 8

5. Compare your pie chart of Butetown with AO3 N/A It is anticipated that the candidate will focus primarily on the differences – the pie chart showing the Educational Use a variety of e.g. almost half of the residents of Butetown have Level 4 qualifications / fewer than a quarter in the whole of Wales. Attainment data for the whole of wales on relevant Resource C. quantitative, 26% of people across Wales have no qualifications, but this is 10% lower in Butetown. qualitative and fieldwork skills ‘Apprenticeships’ and ‘other qualifications’ are the smallest categories on both pie charts. to:

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.5b The service economy (tertiary) and its social and economic impacts

Geographical skills, literacy and 7.1 Digital and geo-located data: satellite images numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills. 8.3 Textual and visual sources: factual text 8.4 Textual and visual sources: discursive / creative material

Geographical content • The complexity of the changing service economy including the continuing decline for some central urban places, out-of-town retailing and office-parks, internet shopping and central entertainment and the impacts of these changes on people’s lives at a range of scales.

How does out-of-town retailing impact on people’s lives at a range of scales?

Question Assessment Element Assessment for leaving Objective

1. Draw an annotated diagram of the location of the AO3 N/A Location – flat land on the edge of the main shopping street. The park is close to the train station. Prestatyn Retail Park (Resource C) noting how the park Use a variety of has had an impact on the lives of people who live in the relevant Influences – answers are expected to contain references to – town. quantitative, • A greater choice of shops qualitative and • Easier to park and shop fieldwork skills to: • Access is sustainable – the train station • Greater employment opportunities • A negative impact on the High Street. • More traffic jams (entering and leaving the retail park) • More air pollution from the cars.

2. Select advantages that the building of Trago Mills, on AO3 N/A • More opportunities for shopping the edge of Merthyr Tydfil, might bring to people who Use a variety of • Has created 400 jobs + jobs in construction live in South Wales ( Resource A). relevant • The building uses local raw materials – i.e. 75% of the steel used in the construction quantitative, comes from Port Talbot. qualitative and • Positive multiplier effect. fieldwork skills to:

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

3. Interpret the image of the shopping experience offered AO2 1b – Apply An image is presented of a range of opportunities at different locations, with an emphasis on – by the town of Wrexham, as presented in the report Apply knowledge knowledge • The independent nature of High Street and on-line shops. produced by the County Borough Council (Resource B). and and • A high standard of ‘shopping experience’ – e.g. an attractive environment understanding in understanding • The concept of shops based throughout the town’s sphere of influence e.g. farm shops different contexts in different located in neighbouring areas. to contexts to • The accessibility of the shops – especially at the Retail Park. interpret, analyse interpret and geographical evaluate information geographical and issues. information and issues.

4. ‘Retail parks are now a more important support for the AO2 1c – Apply It is anticipated that the candidate will agree with the statement – whilst also noting the efforts tertiary economy than traditional shopping streets.’ Apply knowledge knowledge made to raise the standard of the ‘High Street’ and the impact of on-line shopping throughout Discuss the above statement. and and retailing understanding in understanding e.g. regeneration of the High Street through allowing restaurants to take over from shops. different contexts in different to contexts to Answers are expected to focus on – interpret, analyse evaluate • The accessibility of retail parks e.g. located on the edge of town with good access to and geographical major roads. evaluate information • Free parking geographical and • Large units – therefore more choice amongst the shops information and issues. • Often supermarkets are located in Retail Parks – this can make the ‘shopping experience’ issues. quicker. • Also, cinemas may be located in Retail parks (e.g. in Broughton) – which are an attraction for the whole family. • Workforces are often live close to Retail Parks – especially those located in suburbs.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.6a The 21st Century knowledge economy (quaternary) and its social and economic impacts

Geographical skills, literacy and 2.3 Number and statistical calculations: percentages numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills. 8.3 Textual and visual sources: factual text 8.4 Textual and visual sources: discursive/ creative material

Geographical content • Knowledge economy clusters including education, research, culture/creative industries, digital/ IT companies, science and biotechnology

Do knowledge clusters around Welsh universities have social and economic effects on their local areas?

Question Assessment Element Assessment for leaving Objective

1. Describe the economic contribution of Welsh AO3 N/A Contributions include – Universities in 2015-16 using the information on Use a variety of • £5 billion to the economy of Wales Resource A and B. relevant • Supporting almost 50,000 jobs quantitative, • £544 million in exports – equivalent to 4.1% of all of Wales’ exports qualitative and • Boosting the economies of areas where there is no fieldwork skills to: University campus.

2. According to the information on Resource B, a AO3 N/A 1,458,600 is approx. 1,500,000 workforce of 49,216 has been created by Welsh Higher Use a variety of 49,216 is approx. 50,000 Education Institutions. relevant Stats Wales latest report (end of December, 2018) put quantitative, 100/1,500,000 x 50,000 = 3.3 % the total number of people in employment in Wales as qualitative and 1,458,600. fieldwork skills to: Estimate what percentage of the whole employment sector is made up of jobs associated with higher education.

3. Outline one image of North Wales in 2035 (Resource C). AO1 This AO is A successful area with an emphasis on the digital economy e.g. creative industries Demonstrate a single

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

knowledge and element The candidate is expected to refer to the knowledge economy / quaternary sector and refer to 3 ‘hubs’ understanding of at Bangor, St. Asaph and Wrexham. places, environments, The candidate is expected to identify also the importance of the sector in providing opportunities for concepts, young people in the area. processes, interactions and This provision of work for younger people consequently makes the local community more sustainable. change, at a variety of scales.

4. Analyse how knowledge economy clusters can make AO2 1a – Apply Candidates are expected to refer to data on the slides to support their answers. social and economic impacts on their local areas. Apply knowledge knowledge and and Answers are expected to contain the following points – understanding in understanding different contexts in different Knowledge economy clusters - to contexts to interpret, analyse analyse • Create permanent jobs of a high standard. and geographical • Lead to a positive multiplier effect – e.g. demand for more teachers as a response to an evaluate information increase in population resulting from these new jobs. geographical and issues. • Raise the profile of the area – which in turn stimulates greater investment. information and • Contribute to an export – which means greater economic input on a national scale. issues. • Social effects include contributing towards stabilising the local society. • Offer high quality, well rewarded work – and so support the local economy.

Knowledge clusters also provide opportunities for younger in-comers who are economically active and consequently put less of a strain on services. Support the development of outdoor activities – e.g. the demand for cycle paths / adventure activities for young families.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.6b The 21st Century knowledge economy (quaternary) and its social and economic impacts

Geographical skills, literacy and 1.2 Cartographic information: map coordinates including grid references and area references numeracy skills and quantitative 1.3 Cartographic information: distance and area and qualitative skills. 1.4 Cartographic information: direction 7.1 Digital and geo-located data: geospatial technologies including geographic information systems (GIS) 8.2 Textual and visual sources: images 8.3 Textual and visual sources: factual text

Geographical content • Locational factors encouraging cluster growth including proximity to universities and research institutes, government support, planning regulations and infrastructure.

What effects do the economic successes of the Cambridge Science Park have on the population and services of the local area, that is, North Cambridge?

Question Assessment Element Assessment for leaving Objective

1. Describe the location of the AO3 N/A • In the North East of the city Cambridge Science Park using the map Use a variety • A14 borders the Science Park to the north on Resource A. of relevant • Railway line borders the Science Park to the south east. quantitative, • Housing borders the Park to the south west. qualitative • Farmland to the north. and fieldwork skills to:

2. Outline the advantages of this site for AO3 This AO is a • It was a brown field site under the ownership of Trinity College, which has a tradition of promoting scientific the development of knowledge Use a variety single innovation. economy ‘quaternary’ industries. of relevant element quantitative, • Cambridge is a leading university on the global stage. qualitative • There are many experimental computer scientists, bio-scientists and engineers. The Science Park provided a and fieldwork suitable location for small-scale companies wishing to expand. skills to: • Good infrastructure e.g. located close to the A14 and major roads into Cambridge (i.e. Milton road) • Improved rail links and purpose built station. • There are a variety of business units and laboratory spaces of different sizes with flexible letting arrangements.

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• Fast internet access. • Other facilities on site to improve quality of life of employees e.g. nursery / gym • Landscaping and iconic buildings create an attractive built environment.

3. Explain why it was necessary to AO2 1a – Apply • 6,500 people work on the Science Park + rapid access is required by visitors to the Park e.g. people attending improve the infrastructure of the area Apply knowledge the conference centre. around the Science Park. knowledge and • The Park is located in the outer suburbs of Cambridge. The map shows relatively narrow suburban roads and understanding around the Science Park which can easily become congested. understanding in different • The Park has an innovative philosophy – therefore focuses on sustainable transport solutions e.g. rail / cycling in contexts to to work. different analyse contexts to geographical interpret, information analyse and and issues. evaluate geographical information and issues.

4. Evaluate the 3 schemes to improve the AO2 1c – Apply Guided Bus – infrastructure in Northern Cambridge. Apply knowledge • Is v. frequent- every 7 minutes according to the web-site. knowledge and • Provides direct links with surrounding villages to the north and west – not just in and out of Cambridge city. and understanding However – understanding in different • It is still a bus service when it leaves the ‘guided system’ and so susceptible to congestion / roadworks/ delays. in contexts to different evaluate Rail – Cambridge North Station contexts to geographical • Links to London and other cities e.g. Norwich as well as local towns/ cities e.g. Ely. interpret, information • Parking for bicycles analyse and and • Less pollution evaluate issues. • Has the capacity to carry large numbers of people geographical information However – and • The station is still ¾ of a mile (1.2 kms) away from the Science Park, and so the final part of a journey has to be issues. by other means of transport.

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Cycle trail – The Chisholm Trail. • Provides a safe link between the south and north of the city. • Cycling is a sustainable, healthy means of commuting. • Flexible in terms of time – no need to adhere to bus or train timetables.

However – • Cycling can be unpleasant in poor weather conditions / dangerous in ice and snow. • Takes longer than motorised transport.

5. In your opinion, which infrastructure AO2 1c – Apply The candidate should show an understanding of the concept of ‘sustainability’. scheme is the most sustainable? Apply knowledge Justify your choice. knowledge and They should consider factors at a range of scales –e.g. and understanding Local economic factors - understanding in different The demands that the expansion of the Science Park makes on traffic flows in northern Cambridge. in contexts to different evaluate Local social factors – contexts to geographical The quality of life of local residents interpret, information analyse and and The importance of political factors – evaluate issues. Planning policy in restricting / changing the distribution of development in Northern Cambridge. geographical information The candidate is also expected to refer to national policies e.g. Sustrans and initiatives to promote a healthy lifestyle. and issues.

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Focus Area 2.1.7a The rebranding process and players in rural places

Geographical skills, literacy and 6.3 Cartographic and graphical material: Ordnance Survey maps (1:25 000 and 1:50 000) numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills. 8.3 Textual and visual sources: factual text

Geographical content • Diversification in the post-productive countryside is achieved through re-imagining and regeneration rural places through recreation, heritage, media and event management that have been driven by local groups and external agencies.

How does the regeneration of rural places through recreation contribute to the diversification of the countryside?

Question Assessment Element Assessment for leaving Objectives

1. Use the O.S. map on Resource A to identify the physical AO3 N/A • Flat land on the bottom of the valley factors which explain why this site was chosen for the Use a variety • Steep slopes on the western side of the valley – to ensure a dependable flow of water down to development of the Adventure Parc Snowdonia’s of relevant the scheme ‘surfing lagoon’. quantitative, • Relief rain (as a consequence of the hills) ensuring reliable precipitation. qualitative and fieldwork skills to:

2. Discuss the effects the development could have on the AO3 N/A The candidate is expected to identify – neighbouring village, using information on Resource C. Use a variety • Traffic jams / more cars travelling through the village of relevant • More noise / air pollution quantitative, • Opportunities for work – especially for young people / women. qualitative • Use of local produces e.g. food supplied in the café. and fieldwork • Greater demand for holiday accommodation skills to: • Supporting the local community/ or competition for local caravan sites and bed and breakfast providers – see the wooden pods on the left of the picture.

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3. Give an example of the regeneration of rural places by AO1 This AO is a The candidate is expected to use information about Adventure Parc Snowdonia on Resource B, focusing means of leisure activities Demonstrate single especially on – knowledge element • the innovative and pioneering nature of the ‘surf wave-garden’ scheme and • an effective use of an old industrial area understanding • It takes advantage of the physical context of the site. of • It provides recreation for younger people, including young people who live in the area. It places, therefore reinforces the attractions of the area to its inhabitants. environments, • 100 new jobs concepts, • It is estimated that the project will bring 75,000 people into the area – opportunities to processes, develop the local economy. interactions and change, at a variety of scales.

4. Assess the influence ‘Adventure Parc Snowdonia’ could AO2 1c – Apply The following could be anticipated – have on the population structure of the electoral ward Apply knowledge • The percentage of younger people (i.e. category 16 to 29)could increase of Trefriw (that is, the ward which includes Dolgarrog) knowledge and • The percentage of people with skills could increase and understanding • The percentage of Welsh speakers might decline (in the short term) understanding in different • The percentage of people from ethnic groups could rise. in contexts to different evaluate contexts to geographical interpret, information analyse and and evaluate issues. geographical information and issues.

5. Suggest why it is possible that ‘adventure tourism’ will AO2 1b – Apply The answers are expected to focus on the following – not solve the problem of out migration from rural areas Apply knowledge ‘adventure tourism’ creates temporary / seasonal work which is not well paid. like Dolgarrog. knowledge and It does not, on the whole, generate professional jobs and understanding understanding in different Specialist skills are required, especially at the ‘surfing lagoon’ and it is unlikely that local young people in

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in contexts to the area will currently have good surfing skills. different interpret contexts to geographical The jobs in ‘adventure tourism’ are not sustainable i.e. they generally require younger people. interpret, information analyse and and issues. The jobs are also not suitable for young people with families e.g. they require people to work unsocial evaluate hours. geographical information and issues.

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Focus Area 2.1.7b The rebranding process and players in rural places

Geographical skills, literacy and 2.2 Number and statistical calculations: percentages numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills. 8.3 Textual and visual sources: factual text 8.4 Textual and visual sources: discursive /creative material

Geographical content • The consequences of rebranding on the perceptions, actions and behaviour of people, including those in other places who choose to relocate there, changes to businesses and the local community.

How do the perceptions of the local community influence the process of ‘rebranding’ rural areas?

Question Assessment Element Assessment for leaving Objectives

1. Estimate the number of people in Harlech (over the age AO3 N/A 50% of 1448 = 724 of 3) who speak Welsh (see Resource B). Use a variety of 1% of 1448 = 14.48 relevant quantitative, answer anticipated is 738 +/- 2 qualitative and fieldwork skills to:

2. Compare the population structure of Harlech, according AO3 N/A The data shows marked differences between the population structure of Harlech and that of Wales as a to the 2011 census, with the structure of Wales as a Use a variety of whole. e.g. whole. relevant quantitative, • The percentage of Welsh speakers in Harlech is over 30% higher than the percentage for qualitative and Wales as a whole. fieldwork skills • Also, the number over the age of 16 in work in Harlech is 20% lower than Wales as a whole. to:

3. Evaluate the process of collecting Harlech residents’ AO3 N/A The candidate is expected to observe that – opinions about ‘rebranding’ the town. Use a variety of • The process was thorough relevant • Attempted to include as many people as possible

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quantitative, • Used a range of techniques to collect perceptions qualitative and That said – fieldwork skills • There were few e-mail responses to: • There was no evidence of the use of social media to collect, for example, the perceptions of young people.

4. Interpret the response of Harlech residents to the town AO2 1b – Apply On the whole, the residents presented a negative response – as it is now (Resource C). Apply knowledge The most prominent words were ‘ Tired’ and ‘Struggling’ knowledge and and That said, there were positive elements too – for example, ‘potential’, ‘beautiful’ and ‘interesting’ understanding understanding in in different The main themes are that – different contexts to • The village is old fashioned and less attractive contexts to interpret • It has poor connections – but it does have the potential to improve. interpret, geographical analyse and information evaluate and issues. geographical information and issues.

5. Suggest some of the difficulties faced by the process of AO2 1b – Apply The plan is ambitious, but it faces the following difficulties – ‘re-branding’ Harlech. Apply knowledge knowledge and and • The general decline of the High Street in Welsh towns – which in turn makes the town less understanding understanding attractive. in in different different contexts to • High class accommodation requires significant investment, but the local economy is contexts to interpret comparatively weak. interpret, geographical analyse and information • Accessibility is relatively poor. evaluate and issues. geographical • There has been a change in holiday fashions – golf courses are now less of an attraction. information and issues. • Families are less prepared to use public transport e.g. travel to Harlech on the train.

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Focus Area 2.1.8a Rural management and the challenges of continuity and change

Geographical skills, literacy and 1.2 Cartographical information: map coordinates including grid references and area references numeracy skills and quantitative 3.6 Cartographic and graphical material: graphs including line and bar and qualitative skills. 3.7 Cartographic and graphical material: pie charts 8.3 Textual and visual sources: factual text 8.4 Textual and visual sources: discursive/ creative material

Geographical content • Managing rural change and inequality in diverse communities including issues of housing, transport and service provision, including Broadband provision.

How can governmental bodies (e.g. Conwy County Borough Council) respond to challenges regarding primary school provision, in light of a reduction in birth rates, the influence of migration amongst young people and the increase in house prices, as a result of second-home ownership?

Question Assessment Objectives Element Assessment for leaving

1. Describe the location of the villages of Dolgarrog, AO3 N/A All three are on the western side of the Conwy valley. Tal y Bont and Trefriw using the map on Resource Use a variety of They lie to the west of the river Conwy, the A470 and the railway track. A only. relevant quantitative, qualitative and All 3 villages are situated on the B5106 – Tal-y-Bont is the most northerly and westerly and lies on fieldwork skills to: the afon Dulyn.

Dolgarrog is the largest settlement and is about 2kms. to the south of Tal-y-Bont.

Trefriw is the most southerly of the three. It is sited on the afon Crafnant. In contrast to the other two villages, Trefriw is surrounded by woodland.

2. Compare the characteristics of the 3 primary AO3 N/A The candidate should identify similar characteristics as well as contrasting ones. schools that are being considered for a Use a variety of Similar – programme of modernisation. relevant quantitative, • each school teaches children aged between 3 and 11. qualitative and • All 3 are classified as Welsh-medium primary schools and all pupils learn Welsh as a first fieldwork skills to: language. • The three schools are located in areas with urban/rural classification of ‘village, hamlet & isolated dwellings ' • The 3 schools operate in buildings built before the Second World War.

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Contrasts – Dolgarrog has the largest number of pupils with 48 and 52 were expected by 2017. It is also the village most likely to grow significantly. i.e. the current Conwy Local Development Plan (2007 – 2022) indicates that the Ysgol Dolgarrog catchment area is scheduled to accommodate a further 55 dwellings with a potential to yield an additional 17 primary age pupils.

Ysgol Tal-y-bont had only 38 pupils in 2012, with no child attending the nursery class part-time. The number of unfilled places (excluding nursery pupils) stood at 37% in 2016 and has been as high as 54% in the previous 5 years. Only 2 new houses are planned in the school catchment area.

The Trefriw school building (1902) dates back almost to Victorian times. The projected number of pupils in Ysgol Trefriw indicates a decline, from the current pupil numbers, of about 10 pupils over the next five years. This would mean that the percentage of unfilled places would rise to around 64% by 2017. Planning permission is scheduled to be granted for 17 new dwellings in the school catchment area and this might result in 5 more pupils attending the school.

3. Examine the reasons underlying the viewpoints AO2 1c – Apply • A lack of a village school might deter young families from moving into the village. e.g. presented in the ‘Objection report to the Apply knowledge and knowledge fears that Trefriw would become an English-speaking holiday / retirement village. amalgamation of the three schools’ shown on understanding in and Resource D? different contexts to understanding in • The loss of the school, it is argued, has major cultural and linguistic implications. e.g. the interpret, analyse and different contexts assertion that a school is the focus of village life and school events e.g. Christmas and evaluate geographical to Easter celebrations support the local Chapels and reinforce a sense of community and information and evaluate use of the Welsh language. issues. geographical information and • There are further economic arguments e.g. fear that the new super school in Dolgarrog issues. would not be built because of council budgetary constraints, and so the older school buildings in Trefriw and Tal y Bont would be closed in vain.

• The physical/ environmental factor of road closure due to flooding was also put forward as an argument for keeping local schools open to avoid children missing lessons during periods of flooding.

4. After considering the cartographic and written AO2 1c – Apply The candidate is expected to go beyond knowledge and understanding to give possible information regarding the Option Appraisal for the Apply knowledge and knowledge explanations for and against, and justify any viewpoint(s).

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modernisation of primary schools in the Caerhun understanding in and and Trefriw area, to what extent do you agree different contexts to understanding in They should demonstrate an appreciation in their answer that managing change in rural areas is with the Conwy County Borough Council that interpret, analyse and different contexts complex. Option 1 is the best choice? evaluate geographical to e.g. In addressing the issue of school closure and consolidation in the Conwy Valley an information and evaluate appreciation of the following should be indicated. issues. geographical e.g. structural changes in agriculture, as a result of political decisions, economic change and the information and evolution of a post-productive countryside have resulted in a decline in demand for young issues. workers, especially male workers.

New challenges in managing change in some rural communities are associated with increased levels of counter-urbanisation and second home ownership. e.g. the argument that the closure of the primary school will reduce a village’s attraction to young families and subsequently promote its evolution into a retirement village and / or the location of a significant number of second homes.

The candidate is expected to consider the following –

Option 1 would be beneficial to Conwy economically in the long term i.e. economies of scale – all 3 schools in Dolgarrog, Tal y Bont and Trefriw have a very high percentage of unfilled places e.g. Tal y Bont and Trefriw were anticipated to have over 60% unfilled places by 2017. Concentrating educational provision in 1 school would save the cost of ‘empty’ places.

The new school would be culturally beneficial to the pupils e.g. provide a 21st Century environment for the pupils and a foundation for skills required in the future. The current village school buildings are very outdated (e.g. Trefriw built in 1902)

It is expected that the candidate will also note the objections to consolidation on one site and discuss other options that the county could endorse e.g. the attraction of ‘the federation model’, so that each village keeps its individual school base, but savings are made through sharing staff and resources.

The candidate could also consider other geographical factors e.g. increased journey time for small children moving to a central school / potential discrimination against poorer village residents who cannot afford to drive their children to the new school / risk of flooding closing the B5106 and subsequent loss of education. Climate change could result in further flooding / road closure.

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Focus Area 2.1.8b Rural management and the challenges of continuity and change

Geographical skills, literacy and 3.2 Cartographic and graphical material: choropleth maps numeracy skills and quantitative 8.3 Textual and visual sources: factual text and qualitative skills.

Geographical content  New challenges of managing change in some rural communities associated with counter-urbanisation and second home ownership, and possible actions.

What are some of the possible actions seen when rural communities respond to second home ownership?

Question Assessment Element Assessment for leaving Objectives

1. Draw a choropleth map to show the number of holiday AO3 N/A The candidate is expected to divide up the data as follows - homes in a range of Welsh counties, using the Use a variety 1,000 to 1,999 information on Resource B (See the blank map of Welsh of relevant 2,000 to 2,999 counties on Resource C). quantitative, 3,000 to 3,999 qualitative 4,000 + and fieldwork skills to:

2. Evaluate the effectiveness of your choropleth map AO3 N/A The data only represents information about 7 of the Welsh counties – consequently a significant Use a variety proportion of the map will be blank. of relevant quantitative, qualitative and fieldwork skills to:

3. Suggest other graphical and cartographic methods AO3 N/A The following could be used- which could be used to present the above information Use a variety about the numbers of holiday homes. of relevant  Proportional symbols on a map quantitative,  Bar chart

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qualitative and fieldwork A pie chart is a possibility, but 7 counties is a comparatively large number to display on a pie chart. skills to:

4. Give an example of one government strategy which AO1 This AO is a The candidate could refer to – aims to reduce the effect that second home ownership Demonstrate single element has on the local community. knowledge  Raising the council tax and  Or they could make reference to Resource D. understanding The (UK) government is offering £60 million a year to help first-time buyers in England of purchase homes in areas where over 21% of the housing stock are second homes. places, environments, concepts, processes, interactions and change, at a variety of scales.

5. ‘New challenges relating to managing change AO2 1c – Apply The candidate is expected to consider the following – associated with second home ownership can offer rural Apply knowledge communities opportunities as well as threats.’ knowledge and It is possible to control the growth in ownership of second homes and so use the demand for second To what extent do you agree? and understanding homes to generate more income for a county. understanding in different in contexts to The types of dwellings sought after as second homes are not necessarily the housing stock wanted by different evaluate young families. contexts to geographical Isolated ‘holiday cottages’ might not be attractive to young people who want to live in the centre of a interpret, information village close to schools and transport links. analyse and and evaluate issues. In contrast – many threats emerge in the wake of the ownership of second homes e.g. people who geographical retire to their second homes place a greater strain on the health services as they grow older. information and House prices can ‘overheat’ and rise markedly as a consequence of the second home market and this issues. can lead to young people having to move out of their home areas.

Second homes do not sustain the community on a permanent basis.

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Focus Area 2.1.9a The rebranding process and players in urban areas

Geographical skills, literacy and 3.6 Cartographic and graphical material: logarithmic graph numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills.

Geographical content • Re-imaging and regenerating urban places through sport/ music stadia, cultural quarters, festivals, and industrial heritage and flagship developments.

What are the new images and land-uses seen in urban areas that have been re-imagined and regenerated?

Question Assessment Element Assessment for Learning Objective

1. Select evidence of the regeneration of urban places AO3 N/A • Reuse of a former industrial building i.e. the newspaper printing works. which can be seen on the photograph of Manchester Use a variety of • Cinema signage and a large screen on the side of the building city centre shown on Resource A. relevant • Adverts for restaurants quantitative, • The old streets have been pedestrianised qualitative and • Cutting-edge / contemporary architecture evident on the right-hand side of the picture. fieldwork skills to:

2. Contrast the 10 cities in Britain which attracted the AO1 This AO is a Two of the cities are capital cities – but the numbers drawn to London are far higher than to the other most visitors in 2016 (Resource B). Demonstrate single cities. knowledge and Element. understanding of There is a cluster of former industrial cities which have been re-branded as tourist destinations i.e. places, Glasgow, Manchester, Liverpool, and Birmingham. environments, concepts, processes, The 2 University cities of Cambridge and Oxford are very different from the industrial cities. interactions and change, at a The cities with historical associations e.g. Bristol and Brighton/ Hove contrast with the cities which variety of scales. grew up in the 19th century.

3. Draw a logarithmic graph to present the 2016 data on AO3 N/A It is necessary to use a logarithmic graph as there is such a large data range between London and the

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Resource B. Use a variety of remaining cities. relevant quantitative, qualitative and fieldwork skills to:

4. Explain the re-imaging of Cardiff Bay that can be seen AO3 N/A The re-imaging presents the concepts of – on the picture in Resource C. Use a variety of • An exciting city e.g. the racing of power boats. relevant • A clean environment – the water is clean / there is vegetation around the picture. quantitative, • A successful and modern city – qualitative and e.g. the contemporary architecture of the hotel in the centre of the picture. fieldwork skills to: • The Principality Stadium can be seen in the distance – which reflects regeneration through building games stadia.

5. Evaluate one re-imaging and regenerating scheme you AO2 1c – Apply The answer will depend on the scheme studied. have studied. Apply knowledge knowledge and and Answers are expected to concentrate on the following – understanding in understanding different contexts in different • Improvement of the environmental quality of the landscape – to contexts to e.g. cleaning the water in Salford docks or the improvement which resulted from the interpret, analyse evaluate construction of the Cardiff Bay Barage. and geographical evaluate information • New industries moving in – geographical and e.g. entertainment / restaurants and bars in Cardiff Bay. MediaCity in Salford – generating information and issues. tertiary and quaternary jobs of a high standard. issues. • Improving access – e.g. the trams in Manchester.

• Transforming cities which were associated with heavy industry into tourist destinations e.g. Glasgow.

That said, the candidate is expected to consider the following –

• Have the environmental developments and economic investments improved the quality of

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life of the original stakeholders of these areas which have been re-imaged and regenerated? e.g. the lives of the inhabitants of Tiger Bay in Cardiff docks?

They could also explore, for example –

• What percentage of the former dock workers in Salford work in the new industries?

• What effects has ‘gentrification’, which often comes in the wake of regeneration, had?

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Focus Area 2.1.9b The rebranding process and players in urban places

Geographical skills, literacy and 8.1 Textual and visual sources: interview material numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills. 8.3 Textual and visual sources: factual text 8.4 Textual and visual sources: discursive/ creative material

Geographical content • Re-imaging and regenerating urban places through external agencies including governments, corporate bodies and community groups.

How do external agencies contribute towards re-imaging and regenerating urban places?

Question Assessment Element Assessment for learning Objective

1. Draw a ‘mind map’ to represent your perceptions of AO3 N/A The candidate is expected to focus on the following – Rhyl High Street on the basis of the photograph on Use a variety of • Emptiness – only a few people are walking down the street Resource A. relevant • Deterioration – e.g. shops for sale / ‘bargain’ shops quantitative, • Quietness – lack of action/ business. qualitative and • Presenting a bleak image. fieldwork skills to:

AO2 1a – Apply The picture presented in the Rhyl Going Forward Programme document, which focuses on regeneration, 2. Contrast the images of Rhyl High Street seen in the Apply knowledge is far more positive. photograph from the Geograph website (Resource A) knowledge and and It shows a young family, which is a reflection of Rhyl’s potential for demographic growth. with the concept of the ‘High Street’ presented on understanding understanding The environment looks inviting – e.g. the display of flowers. page 13 of the 2013 annual report of ‘The Rhyl Going in in different Forward Programme’ (Resource B). different contexts to In the photograph from the Geograph website – people can be seen walking as individuals or in pairs in contexts to analyse the middle of the street. interpret, geographical They do not show interaction with the shops. analyse and information The photograph shows an open, plain environment without any decoration. evaluate and issues. geographical information and issues.

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3. Describe the main characteristics of the regeneration AO3 N/A The candidate is expected to list the following characteristics – plan for Swansea’s city centre shown on the video clip Use a variety of • Pedestrianisation on Resource D. relevant • Houses in the middle of the city e.g. on the coast. quantitative, • Signature buildings qualitative and • Trees and open green areas fieldwork skills • A harbour for recreational boats. to:

4. Explain why external agencies, including governments AO2 The candidate may use the stimulus material to refer to images of rebranding Swansea city centre, or and corporate bodies, are attempting to reimage and Apply 1a – Apply the plans in progress to reimage Rhyl. regenerate urban places. knowledge and knowledge understanding and The candidate is expected to present the following concepts – in understanding different in different • Economic factors – contexts to contexts to e.g. to attract more economic investment through encouraging more visitors to come to Rhyl. interpret, analyse analyse and geographical • Demographic factors – evaluate information to create stable societies geographical and issues. e.g. the provision of new housing in the centre of Swansea. information and issues. Note also the plan to create a ‘West Rhyl Work Stream’

• Social / cultural factors – e.g. the aims of the ‘work stream’ in the regeneration area of West Rhyl to –

Create a balanced housing market which is not dominated by one type of housing or by one type of tenure.

Create a balanced, stable community with more economically active people living in the neighbourhood.

• Environmental factors e.g. improve the appearance of West Rhyl

Or the contemporary and innovative image of the city centre of Swansea as shown on Resource D.

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Focus Area 2.1.10a Urban management and the challenges of continuity and change

Geographical skills, literacy and 7.1 Digital and geo-located data: geospatial technologies including aerial photographs numeracy skills and quantitative 8.2 Textual and visual sources: factual text and qualitative skills. 8.3 Textual and visual sources: discursive material

Geographical content • Re-imaging and regenerating affects the social and economic characteristics of urban places and may create conflicting perceptions.

How might re-imaging and regenerating urban areas affect their social and economic characteristics?

Question Assessment Element Assessment for Learning Objective

1. Draw an annotated sketch map of the satellite image on AO3 N/A The candidate is expected to note – Resource A to show examples of regeneration in Cardiff Use a variety • Restaurants in the Bay Bay. of relevant • Signature buildings e.g. the Senedd quantitative, • Characteristic urban landscaping e.g. the pedestrianised open space of Roald Dahl Plas. qualitative • Art centres – e.g. the art centre in the Norwegian Church and fieldwork • Diversification in the tertiary sector – e.g. creative jobs in the ‘BBC Drama Village’ at Roath skills to: Lock. • ‘Green’ areas e.g. the landscaping around the Bay as can be seen along the Waterfront Park.

AO1 This AO is a Reference to the following is expected – 2. Outline the arguments in the report from the BBC Demonstrate single website on Resource B which are critical of schemes put knowledge element. Lack of affordable housing – the Bay ‘turns its back’ on the original residents of Butetown. into place over the last 30 years to re-image and and regenerate Cardiff Docks understanding Too many flats have been built – the market for flats built to house young professional people has of ‘overheated’ and now some flats are losing their worth. places, environments, concepts, processes, interactions and change, at a variety of scales.

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3. Give an example of ‘conflicting perceptions’ in response AO1 This AO is a The candidate is expected to discuss Dolffin Quay in Cardiff. to a scheme that re-images and regenerates an urban Demonstrate single The developers of the project asserted that it would- place. (See Resource C and D) knowledge element. • Raise the standard of the environment by providing ‘improved public spaces’. and understanding • The plan would be economically beneficial – it would add to the ‘retail space’ and so create of jobs. places, environments, • It would have positive social / demographic effects – new flats of a high standard would be concepts, built and there would therefore be more inhabitants of this area. They, in turn, would pay processes, more council tax and this extra income would generate a positive multiplier effect. interactions and change, at The opponents of the Dolffin Quay development , according to the ‘twitter’ feed , maintained that the a variety of scheme would – scales. • Remove 2 parks which are used by the community e.g. for young children/ community events. Consequently, the development would have a negative social effect.

• The development would be on too large a scale and swamp the local community.

• There is no need to build more flats - the market is already ‘over heated’.

4. Explain why re-imaging and regeneration has an effect AO2 1a – Apply Candidates are expected to demonstrate understanding through giving reasons why the social and on the social and economic characteristics of urban Apply knowledge economic effects take place. places. knowledge and and understanding Answers are expected to fall into two parts. understanding in different 1) A brief outline of the nature of re-imaging and regeneration (e.g. through an annotated sketch in contexts to map) different analyse 2) Followed by a wider discussion of the reasons why re-imagining and regeneration change the contexts to geographical social and economic characteristics of an urban place. interpret, information analyse and and issues. evaluate 1.The effects of re-imagining and regenerating urban places on their social and economic characteristics geographical – information e.g. jobs associated with the docks disappear completely /jobs in tertiary sector grow - especially the

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

and creative industries e.g. MediaCity in Salford / The Drama Village at Roath Lock, Cardiff. issues. Economic effects – new businesses move in /far more investment / more retail space / the positive multiplier effect come into play.

The environment changes completely – tall blocks of flats / the docks are transformed into places for leisure / cultural buildings open.

The nature of life changes e.g. it is busier and noisier – the ’24 hour city’ develops

There are changes to the demographic structure of the area e.g. young, child-less, professional people move in – consequently, there is a lower demand for services such as schools and surgeries. Families move out.

There are fewer opportunities for the original residents in the new urban environment – which can lead to depression and feelings of disengagement and disenfranchisement. Sometimes there is a negative (criminal) response to the new groups of people.

2. Why the above effects?

The reasons why may include – The influence of the transformation of the economic structure of the area – e.g. losing un-skilled jobs associated with work in the docks. Disengagement develops following unemployment.

The influence of migration – e.g. younger people from the original society leave / new people, with different perceptions, move in.

Regeneration changes the look of the areas completely – which again can lead to a sense of disengagement amongst the original society.

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

Focus Area 2.1.10b Urban management and the challenges of continuity and change

Geographical skills, literacy and 3.6 Cartographic and graphical material: graphs, including scatter, line, bar, triangular, logarithmic, bi-polar numeracy skills and quantitative 8.2 Textual and visual sources: images and qualitative skills. 8.3 Textual and visual sources: factual text

Geographical content • On-going challenges in urban places where regeneration/ rebranding are absent or have failed or are causing overheating.

What are the on-going challenges faced by urban areas where regeneration/ rebranding are absent or are causing over-heating?

Question Assessment Element Assessment for Learning Objective

1. Suggest advantages and disadvantages of AO3 N/A Disadvantages – the street is empty / less attractive/ lower income for shops / older people and young pedestrianizing shopping streets using the image on Use a variety of families have to travel back and forward to their cars as they cannot park directly in front of the Resource C relevant shops. quantitative, qualitative and Advantages – less pollution / it is safer for children and elderly people/ restaurants and cafes can fieldwork skills to: extend onto the pavement.

2. Suggest two graphical techniques which could be used AO3 N/A Line graph or bar graph. to present the data shown on Resource B. Use a variety of relevant quantitative, qualitative and fieldwork skills to:

Learning through geography – UNit 2

Section A CHANGING Places: 2.1 changing places

3. Discuss the limitations of the Police ‘crime map’ data AO3 N/A The data is clearly stated and shows an evident trend. shown on Resource B. Use a variety of relevant That said, it only shows data for August and there is no information regarding the nature of the quantitative, crimes. The data might, therefore, reflect the fact that there is more crime in the summer (e.g. qualitative and stealing / breaking into cars during the tourist season). fieldwork skills to: More data is needed to have a clear and considered overview e.g. have new technologies, such as CCTV cameras, changed the location of criminal activity?

4. Suggest why it is possible that the promotion of tourism AO2 1b – Apply On the whole, the ‘tourism sector’ does not offer permanent, highly-paid jobs to young people. will not solve the problem of young people migrating Apply knowledge knowledge Ironically, the emphasis on improving young people’s skills (e.g. see reference to the Colwyn Bay from places like Colwyn Bay? and and Learning Centre in the resource) can actually encourage, not reduce, migration amongst young understanding in understanding people. They might, for example, migrate to work in more successful tourist destinations on the different contexts in different continent. to contexts to interpret, analyse interpret and geographical evaluate information geographical and issues. information and issues.

5. Regeneration schemes, such as the ones implemented AO2 1c – Apply The emphasis on improving the environment e.g. the Porth Eirias Scheme and investing in education in Colwyn Bay, are likely to encourage counter- Apply knowledge knowledge and culture could encourage more people to move into the area. urbanisation which subsequently leads to ‘over- and and heating.’ understanding in understanding It is possible that young families will be drawn to the area to enjoy the new environment. different contexts in different To what extent do you agree with this statement? to contexts to The improvements (e.g. restoration of the beach) are also attractive to people who want to move out interpret, analyse evaluate of towns and cities (i.e. counter urbanisation) in order to retire. These people are not economically and geographical active. evaluate information geographical and Over-heating can result from counter-urbanisation e.g. house prices rise because there is a higher information and issues. demand for accommodation. issues.