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Section a CHANGING Places: 2.1 Changing Places

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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. 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. 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.
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