[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-208226-en":3,"doc-seo-208226-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},208226,5909890329169,"McQueen","https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc",4,"Exam","GCSE Geography - June 2013 - Subject Content and Assessment Objectives","GCSE Geography June 2013 sets out the subject criteria and assessment objectives that guide awarding organisations in building geography specifications. It defines GCSE aims, learning outcomes, and the knowledge, understanding and skills students should develop. The scope of study covers location and place knowledge, physical geography processes and change, people–environment interactions, global ecosystems, resource management and biodiversity, and human geography including urbanisation and contrasting urban trends.","Geography  \nGCSE subject content and assessment objectives  \nJune 2013  \nContents  \nIntroduction 3  \nSubject content 4  \nAssessment Objectives 7  \nIntroduction  \nGCSE subject criteria set out the knowledge, understanding, skills and assessment objectives common to all GCSE specifications in a given subject. They provide the framework within which awarding organisations create the detail of their specifications, so ensuring progression from key stage 3 national curriculum requirements and the possibilities for development into A level.  \nSubject aims and learning outcomes  \nGCSE specifications in geography should provide the opportunity for students understand more about the world and their place within it. The GCSE course will deepen understanding of geographical processes, illuminating the impact of change and of complex people-environment interactions, recognising the dynamic links and interrelationships between places and environments at different scales, and developing students’ competence in using a wide range of geographical investigative skills and approaches.  \nGCSE specifications in geography should enable students to:  \n􀂃 develop and extend their knowledge of locations, places, environments and processes, and of different scales and social, political and cultural contexts (know geographical material)  \n􀂃 gain understanding of the interactions between people and environments, change in places and processes over space and time, and the interrelationship between geographical phenomena at different scales and in different contexts (think like a geographer)  \n􀂃 develop and extend their competence in a range of skills including those used infieldwork, in using maps and Geographical Information Systems (GIS) and in researching secondary evidence , including digital sources; and apply the cycle of collecting, presenting and analysing (geographical) data, including categorising and evaluating information and hypotheses  \n(study like a geographer)  \n􀂃 apply geographical knowledge, understanding, skills and approaches appropriately and creatively to real world contexts, including fieldwork, and to contemporary situations and issues; and develop well-evidenced geographical argument drawing on their knowledge and understanding.  \n(understand the application of geography).  \nSubject content  \nGCSE specifications in geography should reflect the aims and learning outcomes outlined above, and should include the knowledge, understanding and skills listed below, giving due consideration to the assessment objectives. The essential subject content outlined here provides the framework for developing a coherent study at GCSE.  \nThis content sets out the full range of content for GCSE specifications in geography. Awarding organisations may , however, use any flexibility to increase depth, breadth or context within the specified topics or to consolidate teaching of the subject content.  \nScope of study  \nGCSE specifications in geography should require students to study:  \nLocation knowledge  \nLocational knowledge and context – building on key stage 3 knowledge of the world’s continents, countries, regions and their physical, environmental and human features to include:  \n􀂃 appreciation of different spatial, cultural and political contexts  \n􀂃 recognition of important links and inter-relationships between places and environments at local, regional, national and international scales  \n􀂃 more detailed contextual knowledge of two countries of contemporary global significance, in addition to the UK .1  \nPlace knowledge  \nGeography of the UK– in-depth knowledge and understanding of the UK’s geography to include its physical and human landscapes, environmental challenges, changing economy and society, the importance of cultural and political factors, and its relationships with the wider world.  \n1The selection of countries/regions should be made to link directly with other subject criteria (for example, ecosystems, cities, global economic developme","cbCaibrdJVjsuS78","https://ap.wps.com/l/cbCaibrdJVjsuS78","pdf",281863,1,10,"English","en",105,"# Introduction\n## Subject aims and learning outcomes\n# Subject content\n## Scope of study\n## Location knowledge\n## Place knowledge\n## Physical geography: processes and change\n## Changing weather and climate\n## People and environment: processes and interactions\n## Global ecosystems\n## Resource management and biodiversity\n## Human geography: processes and change\n## Cities and urban society in the 21st century","[{\"question\":\"What is the purpose of the GCSE geography criteria in this document?\",\"answer\":\"It sets out common knowledge, understanding, skills and assessment objectives for all GCSE geography specifications, providing a framework for awarding organisations to develop their details.\"},{\"question\":\"Which student learning outcomes are emphasised for GCSE geography?\",\"answer\":\"Students should understand geographical processes and people–environment interactions, develop investigative skills including maps and GIS, and apply geography creatively to real-world contexts with well-evidenced arguments.\"},{\"question\":\"What topics are included in the GCSE geography subject content?\",\"answer\":\"The subject content covers location and place knowledge, physical geography processes and change (including geomorphic processes and changing weather/climate), ecosystems and resource management, and human geography such as urbanisation trends.\"}]","GCSE Geography - June 2013 - Subject Content and Assessment Objectives | PDF",1788603040,25,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":28},"gcse-geography-june-2013-subject-content-and-assessment-objectives","",{"@graph":36,"@context":84},[37,53,67],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/gcse-geography-june-2013-subject-content-and-assessment-objectives/208226/",{"url":52,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":41,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What is the purpose of the GCSE geography criteria in this document?","Question",{"text":74,"@type":75},"It sets out common knowledge, understanding, skills and assessment objectives for all GCSE geography specifications, providing a framework for awarding organisations to develop their details.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"Which student learning outcomes are emphasised for GCSE geography?",{"text":79,"@type":75},"Students should understand geographical processes and people–environment interactions, develop investigative skills including maps and GIS, and apply geography creatively to real-world contexts with well-evidenced arguments.",{"name":81,"@type":72,"acceptedAnswer":82},"What topics are included in the GCSE geography subject content?",{"text":83,"@type":75},"The subject content covers location and place knowledge, physical geography processes and change (including geomorphic processes and changing weather/climate), ecosystems and resource management, and human geography such as urbanisation trends.","https://schema.org",{"og:url":52,"og:type":86,"og:title":13,"og:site_name":58,"og:description":14},"article",{"robots":88,"canonical":52},"index,follow",{"doc_id":7,"site_id":24},{"code":4,"msg":5,"data":91},[92,96,100,103,108,113,118,123,128,131,134],{"id":20,"doc_module":4,"doc_module_name":46,"category_name":93,"show_sort_weight":94,"slug":95},"Story & Novel",90,"story-novel",{"id":47,"doc_module":4,"doc_module_name":46,"category_name":97,"show_sort_weight":98,"slug":99},"Literature",80,"literature",{"id":11,"doc_module":4,"doc_module_name":46,"category_name":12,"show_sort_weight":101,"slug":102},70,"exam",{"id":104,"doc_module":4,"doc_module_name":46,"category_name":105,"show_sort_weight":106,"slug":107},5,"Comic",60,"comic",{"id":109,"doc_module":4,"doc_module_name":46,"category_name":110,"show_sort_weight":111,"slug":112},6,"Technology",50,"technology",{"id":114,"doc_module":4,"doc_module_name":46,"category_name":115,"show_sort_weight":116,"slug":117},7,"Healthcare",40,"healthcare",{"id":119,"doc_module":4,"doc_module_name":46,"category_name":120,"show_sort_weight":121,"slug":122},8,"Research & Report",30,"research-report",{"id":124,"doc_module":4,"doc_module_name":46,"category_name":125,"show_sort_weight":126,"slug":127},9,"Religion & Spirituality",20,"religion-spirituality",{"id":126,"doc_module":4,"doc_module_name":46,"category_name":129,"show_sort_weight":126,"slug":130},"World Cup","world-cup",{"id":21,"doc_module":4,"doc_module_name":46,"category_name":132,"show_sort_weight":21,"slug":133},"Lifestyle","lifestyle",{"id":135,"doc_module":4,"doc_module_name":46,"category_name":136,"show_sort_weight":104,"slug":137},19,"General","general"]