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In centres where it is decided not to teach the rural land resources topic in the Geography:
Environmental Interactions Unit at Higher level, case studies of each landscape type will require to be
covered before candidates attempt assessments for Intermediate 2. This might be done while the
atmosphere and biosphere topics from the Geography: Physical Environments Unit are being studied
at Higher level.

This Unit articulates very closely with Geography: Physical Environments Unit at Intermediate 1 and
although it is best taught to a group of candidates who are all studying at Intermediate 2 level, it has
been designed to facilitate the teaching of two levels in the same teaching group. The nature of this
articulation is such that in many centres the decision to present candidates for certification at a
particular level may not need to be taken when the Course commences. Where centres teach
Intermediate 1 and Intermediate 2 in the same sequence and use the same case studies there should not
be any curricular barriers to candidates who move between levels during the session.

Case studies
The Outcomes and Performance Criteria describe the key aspects for study in this Unit. It is
suggested that these are taught in an integrated way. Within the case studies chosen there is a great
deal of flexibility for centres to customise their delivery to the needs of the candidate group. As long
as an overview of the physical environments of the British Isles has been established it would be
possible to teach this Unit by in depth studies of specific locations. On the other hand, centres may
choose to focus their teaching around the landscape types and introduce case studies of specific
locations to exemplify issues surrounding these. The selected case studies can, if centres wish, be the
same as those used in the Geography: Physical Environments Unit Intermediate 1 and in the rural
land resources topic of Geography: Environmental Interactions Unit at Higher level.

Methodology
Approaches to the delivery of the Unit will vary but there is scope to use informal/formal group work
and independent research using various paper based and IT resources. Candidates might also be
encouraged to present findings based on any independent research to others in the teaching group.
Centres may also wish to make use of field work in the teaching of this Unit.

Skills and learning experiences
The Outcomes and Performance Criteria together with the skills information provided in Appendix 1,
indicate the skills and learning experiences which are important to this Unit. During the Unit
candidates should also:

♦ make use of relevant terminology and concepts
♦ interpret, evaluate and analyse geographical evidence
♦ record systematically information derived from a variety of sources such as maps, books, notes,
graphs, audio visual materials
♦ develop the skills of communicating information in written (or equivalent), map and graphical
form for a variety of purposes

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