Other Specification Issues

6.1 Overlap with other Qualifications

Links with other AS GCE and Advanced GCE specifications

Geology sits within the sciences and these specifications provide limited overlap with other Advanced GCE specifications, particularly science and geography. Examples of overlap include the following.

Biology

A2 Unit F795: Evolution of Life, Earth and Climate. Module 3: Fossil evidence of the evolution of organisms and mass extinctions

Chemistry

A2 Unit F795: Evolution of Life, Earth and Climate. Module 5: Changing climate.

Geography

AS Unit F791: Global tectonics. Module 2: Earthquakes.

AS Unit F792: Rocks – Processes and Products. Module 2: Igneous processes and products – volcanoes.

A2 Unit F794: Environmental Geology. Many environmental issues are discussed within the content of this module, especially those related to metal mining, quarrying, water supply, waste disposal and energy resources.

Physics

A2 Unit F795: Evolution of Life, Earth and Climate. Module 4: Dating methods, correlation methods and interpretation of geological maps.

Science

A2 Unit F794: Environmental Geology. Many environmental issues are discussed within the content of this module, especially those related to water supply, waste disposal and energy resources.

A2 Unit F795: Evolution of Life, Earth and Climate. Module 3: Fossil evidence of the evolution of organisms and mass extinctions.

A2 Unit F795: Evolution of Life, Earth and Climate. Module 4: Dating methods, correlation methods and interpretation of geological maps.

6.2 Progression from these Qualifications

These Geology specifications are intended to facilitate the broadening of candidates’ programmes of study. Two principal candidate audiences are envisaged for AS GCE and Advanced GCE Geology. For one audience, learning geology will form part of their education, as members of the general lay public. These candidates are unlikely to carry the study of geology on into their adult lives. The second audience consists of those who are likely to make more direct use of geology; for example, those whose jobs, although not primarily in geology, will involve some contact with

geology, or candidates preparing to progress into further or higher education to follow courses in geology or related subjects. Study of AS GCE and Advanced GCE Geology should also be seen as making a contribution towards life-long learning.

6.3 Key Skills Mapping

These specifications provide opportunities for the development of the Key Skills of Communication, Application of Number, Information Technology, Working with Others, Improving Own Learning and Performance and Problem Solving at Levels 2 and/or 3. However, the extent to which this evidence fulfils the Key Skills criteria at these levels will be totally dependent on the style of teaching and learning adopted for each unit.

The following table indicates where opportunities may exist for at least some coverage of the various Key Skills criteria at Levels 2 and/or 3 for each unit.

Unit C AoN IT WwO IoLP PS

.1a .1b .2 .3 .1 .2 .3 .1 .2 .3 .1 .2 .3 .1 .2 .3 .1 .2 .3

F791              

F792              

F793       

F794               

F795               

F796         

6.4 Spiritual, Moral, Ethical, Social, Legislative, Economic and Cultural Issues

These specifications offer opportunities that can contribute to an understanding of these issues in the following topics:

• a sense of awe and wonder at the scale and impact of natural processes and phenomena (for example, see AS Unit F791: Global Tectonics); the evolution of invertebrate groups and dinosaurs over time and the dating of events (for example, see A2 Unit F795: Evolution of Life, Earth and Climate);

• the ethical and moral implications of mining and the extraction of oil, coal and metals; weighing up the damage to the environment versus the benefit to society (for example, see A2 Unit F794: Environmental Geology); the advantages and disadvantages of earthquake and volcanic hazard prediction (for example, see AS Unit F791: Global Tectonics);

• cultural issues, driven by society, such as mining, quarrying and waste pollution (for example, see A2 Unit F794: Environmental Geology).

6.5 Sustainable Development, Health and Safety Considerations and European Developments

These specifications support these issues, consistent with current EU agreements, in the following topics.

Sustainable development

• A2 Unit F794: Environmental Geology addresses the main environmental, technological, safety and economic issues related to water supply, energy resources, and metallic mineral deposits;

• an appreciation of geodiversity and the Earth’s finite resources is essential for sustainable development;

• an appreciation of the necessity to conserve sites of geological significance.

Health and safety issues

Aspects of health and safety issues feature in these specifications and enable candidates to appreciate the following:

• a safe and plentiful supply of potable water; pollution as a result of waste disposal (see A2 Unit F794: Environmental Geology);

• adherence to the Geologists’ Association Geological Fieldwork Code when in the field.

European dimension

There have been many contributions to the science of geology by European geologists. The work of Alfred Wegener, which appears in the specifications and the work of many others, could be drawn upon during teaching. There are also other aspects, not mentioned in the specifications, that could be developed during the course. For example:

• geological mapping and research is frequently multinational as structures and geological features extend across Europe;

• good examples of earthquake activity (see AS Unit F791: Global Tectonics), volcanic activity, (see AS Unit F792: Rocks – Processes and Products) and use of geothermal energy (see A2 Unit F794: Environmental Geology), occur in Europe;

• oil distribution in the North Sea (see A2 Unit F794: Environmental Geology).

6.6 Avoidance of Bias

OCR has taken great care in the preparation of these specifications and assessment materials to avoid bias of any kind.

6.7 Language

These specifications and associated assessment materials are in English only.

6.8 Disability Discrimination Act Information Relating to these Specifications

AS/A levels often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses.

The revised AS/A level qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates.

If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people.

Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in Access Arrangements and Special Consideration Regulations and Guidance Relating to Candidates who are Eligible for Adjustments in Examinations produced by the Joint Council (refer to Section 5.9 of this specification).

Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in the future.

Practical assistants may be used for manipulating equipment and making observations.

Technology may help visually impaired students to take readings and make observations.