GCSEGeographyAQARevision Notes7. Issues Evaluation7.1 Issues Evaluation7.1.1 Issues Evaluation

Issues Evaluation (AQA GCSE Geography)

Revision Note

Bridgette

Author

Bridgette

Expertise

Geography Lead

Issue Evaluation Introduction

What is issue evaluation?

  • Issue evaluation is all about analysing and interpreting information and is found in part A of paper 3
    • It examines critical thinking and problem: solving
    • The total marks for this section are 37 (30%)
  • Twelve weeks before the exam a resource booklet containing a range of secondary sources is sent out by the exam board
    • You will receive your own copy that you can highlight and make notes on
  • The booklet focuses on a geographical issue which may be from any part of the specification and may contain:
    • Maps
    • Written information (quotes and extracts)
    • Photographs
    • Statistics
    • Graphs
    • Field sketches 
    • Diagrams
  • The 'issue' could be based in the UK or elsewhere and could vary in scale from local to international
  • Make sure that you understand all the information, particularly that you:
    • Know all key words
    • Can interpret all graphs/diagrams
    • Understand how it connects to the issue and the topics you have studied during your GCSE course

Past 'issue' evaluations

  • Some past 'issues' have included:
    • Energy production and the location of a wind farm
    • Squatter settlements 
    • Deforestation in the Amazon rainforest
    • Water management in the UK
    • Changing energy mix in the UK

What happens in the exam?

  • You will answer questions about the 'issue' discussed in the resource booklet and your own knowledge
  • Don't worry, a new resource booklet will be available during the exam
  • You cannot take in your copy, so any notes you made, you will need to learn them
  • The exam will have a series of short skills questions of 2–3 marks, 6 mark extended written questions based on sources, which lead into a decision making exercise worth 9 marks
  • The questions examine:
    • Geographical skills and application of knowledge
    • Interpretation and analysis of the materials provided
    • You will also have to write an extended answer on what decision you have come to and why (decision making and evaluation)
    • Decision making is where you take all the knowledge gained from the booklet and decide a possible solution to the 'issue'; i.e. should a wind farm be located in a specific place and why?
    • You also need to take into consideration:
      • Stakeholder and interest group views 
      • Advantages and disadvantages of the scheme
      • The possible options
    • It does not matter whether 'yes' or 'no' is chosen for the decision: what matters is how your answer is justified
    • But your answer must be supported with evidence from the booklet and your own knowledge
    • Take no longer than 35–40 minutes to complete this section

Exam Tip

  • DON'T leave it until the last week to look at the resource booklet. You must become familiar with it.
  • The information you are given all link and will give you a clue to the types of questions that might be asked.
  • E.g. if there is a table on rates of desertification in Africa,  you will probably have to compare them. 
  • Try and work out what types of questions the examiner could ask you  based on the material.
  • Then try answering them.

Interpretation and Analysis

  • Analysis is the process which makes sense of the data 
    • It identifies patterns, trends, significance, connections and/or meaning in the data 
  • Analysis involves a number of stages
    • Describe the data shown in the graphs/photographs/maps
    • Identification of the highest and lowest results
    • Identification of any patterns and trends
    • Identification of any relationships between data
  • Interpretation of the data involves using knowledge of theories and concepts to explain the reasons for the data 

Analysing maps

  • Annotate any maps in the pre-release materials using the questions below as a guide

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Water in the United Kingdom

  • What does the map show you? Read the title
  • What location is the map of?
  • Read the key: what does the shading on the map represent?
  • What is the unit of measurement?
  • Is there any additional information?

Worked example

Study Figure 1, 'Water in the United Kingdom' 

Which of the following cities has the highest annual rainfall?7

[1 mark]

  A Bristol
  B Glasgow
  C Liverpool
  D London


Answer:

  • B Glasgow

Analysing text

  • Read through the text highlighting any key facts or figures

analysing-text

  • What is the focus of the text?
  • Who is affected and how are they affected?
  • Is the environment or the economy affected and how?
  • Is the economy affected and jo

Analysing graphs

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  • What is the title of the graph?
  • What information is given the key?
  • Look at the titles on the axes what information do they provide?
  • What is the trend of the graph?
    • Increasing 
    • Decreasing
    • Fluctuating 
  • What are the highest and lowest results shown?
  • When did they occur (if there are dates)?

Worked example

Suggest two reasons why estimates of future urban population may not one accurate.

[2 marks]

Answer:

  • Difficulty in actually counting current numbers [1]
  • Economic growth may be faster/slower [1]
  • Birth rates may increase/fall [1]
  • Death rates may increase/decrease [1]
  • Conditions in rural areas might improve [1]
  • Natural disasters/climate change related factors (drought) [1]
  • Original data used for prediction may not be accurate [1]
  • Idea of rapid change leading to inaccuracy [1]

Analysing photographs

analysing-photographs

  • What is the location of the photograph?
  • What features can you see? Are the features:
    • Physical (natural)
    • Human 

Analysing Ordnance Survey maps

analysing-ordnance-survey-maps

Managing Water Demand in Oxfordshire

  • What does the key on the map show?
  • What is the scale of the map?
  • What is the relief (height of the land) and topography (shape of the land)?
  • Who and what might be affected by any proposed development?
  • It is important to be familiar with and practice using 4 and 6 figure grid references

Worked example

Study Figure 1, 'Managing water demand in Oxfordshire'

Describe the relief of the land in the area of the proposed reservoir

[2 marks]

Answer:

  • It is flat/relatively flat [1]
  • It is low-lying  [1]
  • The spot heights are about 60m  [1]
  • There are few/no contour lines/contour lines are far apart  [1]

  • 2 marks for a developed point
    • There are few/no contour lines  [1] showing that land is relatively flat  [1]

Analysing tables

analysing-tables

  • What is the title?
  • What are the categories shown?
  • Are you able to compare different categories?
  • What are the trends shown in the table?
  • Are there any anomalies?
  • What are the units of measurement?

Worked example

Compare levels of access to piped water in urban and rural areas shown in Figure 1.

[2 marks]

Answer:

1 mark for the general observation that access is always higher in urban areas.

  • Always higher in urban areas (or lower in rural areas) [1]
  • Latin America is higher than the other areas [1]

2nd mark: Relative comparative observation (differences between areas) [1]
OR use of data, OR second separate point (d) [1]

  • Always higher in urban areas [1], for example in Southern Asia the difference is 39% (d)[1]
  • Access is always higher in urban areas [1]  in 3 of three areas it is three times higher (d)[1]

Exam Tip

  • Spend time going through the booklet annotating the data sources.
  • Highlight key terms, facts, figures and place names
  • You will not be able to take your annotated copy into the exam, a new copy will be provided. However, the process of annotating means that you will already know what the information shows. The time in the exam can then be spent applying your knowledge and understanding to the questions.

Evaluation

  • Evaluation is the section where a decision needs to be made about the 'issue'
  • Previous questions have been:
    • 'Do you think the proposed reservoir development should go ahead?'
    • 'The Peruvian government has decided to allow the development of new roads in the Amazon. Do you think this was the right decision?'
    • 'Slums of hope or slums of despair? Which do you think best describes urban slums LIC/NEE cities?'
    • 'Large scale wind energy projects are a suitable option for the Isle of Lewis. Do you agree with this statement?'
  • There is no right or wrong answer here, it is all about your justification and use of the data to support it
  • Whatever you decide, you can choose to answer in one of two ways:
    • Give a balanced argument that takes into account economic, social, political and environmental impacts from both sides and how negative impacts could be reduced
    • Give detached arguments to support the decision you have made
  • To achieve level 3 - the highest mark you need to show that you have either:
    • Used all the figures in the booklet

                   And/or

    • Included ideas/shown understanding that goes beyond the booklet
  • Remember it will be a complex issue with different stakeholders involved
  • Highlight any conflict that your solution causes and how they could be mitigated

Exam Tip

Use the following acronym BRAIN to check your decision making skills:  

  • Broad range of analysis used
  • Reached a decision
  • Alternatives are rejected and justified
  • Identify the issues/decisions to be made
  • No perfect solution
  • Supported with evidence

Worked example

  • Imagine the resource booklet has been discussing the proposal of building of an affordable housing development on a greenfield site on the urban fringe of a major city

'Do you think the proposed housing development should go ahead? Yes or No'

Use evidence from the resource booklet and your own knowledge to explain your decision [9 marks + 3 marks SPaG]

Approach:

  • Make sure you link your answers back to the evidence in the resource booklet
  • Use a structure for your 9-mark decision answer:
    • Introduction:
      • Say which option you are choosing
      • I believe the proposed housing development should go ahead….
    • Second paragraph:
      • Outline the advantages of your chosen option (and use some evidence/data from the resources!) This is the most important part of your answer
      • Briefly mention any disadvantages (and if possible, suggest how these could be minimised or managed)
      • Draw on your own knowledge
    • Third paragraph:
      • Briefly outline the disadvantages of the rejected options
    • Fourth paragraph:
      • Acknowledge the advantages of the rejected options: but make this brief so that you don’t argue against yourself! (You might say how these advantages are less important than the advantages of your chosen option)
    • Conclusion:
      • Start by stating why your chosen option is the most suitable/beneficial/sustainable choice
      • Do not bring in any new information here
      • Be clear on your choice, don't say 'I think or they should...' 
  • Structure your paragraphs to show balance:
    • Make your point
    • Use the evidence from the resource
    • Explain why it supports your point and use your own knowledge
    • However, you have to balance the argument
  • Point: I believe the proposed housing development should go ahead. This will provide affordable housing to buy or rent for many people. 
  • Evidence: At present more than 350,000 UK residents live in inadequate housing or are homeless and desperately need affordable homes.
  • Explain: With the new development, low-cost rentable accommodation would give struggling families living in temporary housing somewhere affordable to live which would provide a more stable environment for their family. There is evidence to suggest that children in temporary accommodation perform worse at school. Therefore, the affordable homes development will provide stability allowing children to focus more on their education and help break the cycle of poverty.
  • However, the proposed housing development will provide housing for only 600 families in just one area of the UK. This does not solve the issues of other families needing affordable homes elsewhere in the UK. 

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    Bridgette

    Author: Bridgette

    After graduating with a degree in Geography, Bridgette completed a PGCE over 25 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.