Looking at all the study on studying, the best way to revise is to include self-testing (teachers can read this article here and thank you to @C_Hendrick on twitter for showing me it).
I am attaching a 20-25 mark test for each of our 6 topics. none of them of course, cover the whole topic, however they do at least give you an idea about what you DONT YET KNOW WELL ENOUGH. My advice would be to
- take the test
- check your answers
- revise the areas you were weakest at
- take the test again a couple of days later
- do some exam questions on the topic
click on these 2 links
Questions for self testing
All the answers
Don’t cheat 😉
You need to know the problems of water supply in the UK (which is basically there is enough water for us all but lots falls in the north and west, whereas people mostly live in the south and east). Also you need to know about the case study of one reservoir in the UK. we look at Rutland Water for this … there is a lot of good information for this in the revision guide (here’s the page)
You could also test your knowledge with this simple but handy quick test video I found on you tube.
Also this powerpoint is a very useful one slide summary of the case study Managing the UK_s water linked to Rutland
Finally here is an exam question from 2013 higher paper you could attempt to text how well prepared you are ….
“Discuss the issues which result from building dams and reservoirs” (8 marks)
Haven’t seen this one before. Its brief and good 🙂
Here’s the one I normally show, which is also good. It is though mainly aimed at AS and A level
We have used Mr Rosling’s videos and talks SO much over the years and are grateful for the way he has educated our students in a way we could not have without his help. But rather than look at one of his talks again I wanted to share this as I LOVE the way he uses facts and data to show how the world is. He was a great geographer we and made hundreds of our pupils become better geographers too. Thank you Hans
Before I start can I say that this work was only produced because of the excellent support given me by Andy Owen, the Geography GCSE officer at EDUQAS and my highly skilled colleague @MrsBRoycroft.
Well this is my first post for our new GCSE. We have gone with EDUQAS B and are finding it quite a leap from AQA A. Like all teachers we are very anxious about the new grades, grade boundaries and grade descriptors. Let alone the new questions that will be asked on the new papers. This post doesn’t come to close to solving all these problems. It is just our first stab at assessing pupils skills and knowledge at GCSE.
We started Year 10s on the Rivers topic as we felt that a little more secure in that than other topics we hadn’t taught before. At the end we decided to assess them with a department written “exam question” worth 12 marks to give the more able something to reach for, whilst the less able were helped by a writing frame and with more time than will be allotted them in the final exam. (The 60 pupils we teach range in predicted grades from 3 to 9.)
We have relied heavily on the WJEC and EDUQAS recommended text book. The assessment question we set is based on the resources in the GCSE text on the Somerset Levels to be found on pages 130-133. We also used a Geoactive number 549 from January 2016 on the Somerset Levels floods of 2014. Finally we found some lovely photos and lesson ideas that Noel Jenkins produced.
- The Geoactive was set as a preparation homework. They did the first 5 questions only.
- The lesson was started with Noel Jenkins powerpoint as the questions there helped a class discussion that would cover the homework. Pupils could then adjust their homework answers accordingly. (We weren’t going to mark the homework as well as the assessment after all)
- Then the Somerset Levels action plan as outlined in the text book was discussed and finally the assessment task was explained. 1, 2 and 3 took around about an hour and a 1/4 leaving 40 minutes of the double lesson for the assessment to be completed (a similar question in the real exam would take half of that, but it is their first time of answering such and the extra time give many more confidence.
- We used the mark scene for a similar 12 mark question from the sample paper. This can be found on pages 84-5 of the sample paper. We gave a SPAG mark, mainly to impress on pupils the importance of spelling et al as we don’t yet understand how you get a 1, 2, 3 or 4 for SPAG yet)
The resources are below
The EBIs were based solely on the mark scheme. We just wrote the number of the EBI on the work to save time. Also we gave a spelling test after on all the common mistakes. Pupils then had to write out 3 times all mistakes they made in the test ( but not the ones they made in the assessment)
Finally, this shared in the hope that some other teachers will find it useful and try some parts of it in their own lessons. I really would welcome any feedback at all and of course am happy to ‘borrow’ your resources for EDUQAS B in return to trail in our lessons 🙂