Category Archives: Grade 12

Landscape Homogenization

Students had to speak for three minutes without “repetition, hesitation, or deviation” about the homogenization of landscapes. The basic rules:

“Repetition” means the repetition of any word or phrase, although challenges based upon very common words such as “and” are generally rejected. Words contained in the given subject are exempt unless repeated many times in quick succession.
“Hesitation” is watched very strictly: a momentary pause before resumption of the subject can give rise to a successful challenge, as can tripping over one’s words.
“Deviation” means deviating from the subject, but has also been interpreted as “deviating from the English language as we know it”, “deviation from grammar as we understand it”, deviating from the truth, and sometimes even logic, although often leaps into the surreal are allowed.

A student scores a point for making a correct challenge against whoever is speaking, while the speaker gets a point if the challenge is deemed incorrect.

A student who makes a correct challenge takes over the subject for the remainder of the two minutes, or, until he or she is correctly challenged. A student also scores a point if they are the person speaking when the 120 seconds expires. An extra point is awarded when a student speaks for the entire three minutes without being challenged.

The result?

Advice for extended written answers

Advice for writing extended answers.

Extended answers are required in Paper 1 Section B, Paper 2 and Paper 3.

Look for the key term(s) in the question title

Consider locations that could be used eg:

Locations (Spatial) – MEDC vs LEDC, rural vs urban, tropical vs temperate etc.
Issues – Positive vs negative, human vs physical, PEST (Political, Economic, Social and Technological analysis) LE (legal and environmental).
Scales – Global, regional, national, sub-national, local & household.
Time scale (Temporal) – Long-term vs short-term, past, present & future.

Plan your response first –

Introduction
Provide the context ie set the scene & include a thesis statement ie state what are are trying to show in your answer.

Main body
Each paragraph needs a topic sentence that introduces your point & directly answers the question.

Now PEE. For each Point provide an example or some Evidence that supports it, and then go on to Explain it in detail. Use labelled diagrams, sketches, maps, case studies etc here.

Try to provide some balance to your answer ie give advantages & disadvantages where appropriate.

Conclusion

Return to the question title and give an overview of your response. Do not bring in any new ideas at this point, they should be in the main body.

Moving on – Hazards

Grade 12 is moving on to Hazards and Disasters on Day 1 next week, which is Tuesday 3rd. SLs please come back and join us.

  • Focus is on the full range of human adjustments and responses to hazards and disasters at a variety of scales.
  • The term “natural disaster” is deliberately avoided.
  • Students are expected to examine the following four hazards:
    • Either earthquakes or volcanoes
    • Hurricanes
    • Droughts
    • Any one recent human-induced (technological) hazard resulting in an explosion or escape of hazardous material
  • Recommended that the overall approach should be concept by concept (such as vulnerability, risk and risk assessment), rather than entirely thematic (hazard by hazard).
  • At least one case study of a hazard event (or disaster) is required for each of the four hazard types.
  • Assessed in Paper 2.
  • Structured question based on stimulus material.
  • There is a choice of two questions per optional theme.
  • 20 marks per question.

Freshwater – one more lesson

We’ll finish up the Freshwater course on Day 5 (Wed) and then have a unit review on Day 6 block 3 – s0 please prepare. There will be a selection of exam-style questions and definitions to get your teeth into…. On Day 7 (Friday) we shall begin our next unit, for HL and SL, Hazards and Disasters.