Syllabus: Cambridge O Level Geography 2217
Syllabus: Cambridge O Level Geography 2217
Syllabus: Cambridge O Level Geography 2217
Cambridge O Level
Geography 2217
Use this syllabus for exams in 2023.
Exams are available in the November series.
Version 1
Please check the syllabus page at www.cambridgeinternational.org/2217
to see if this syllabus is available in your administrative zone.
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Key benefits
Cambridge O Level is typically for 14 to 16 year olds and is an
internationally recognised qualification. It has been designed
especially for an international market and is sensitive to the needs
of different countries. Cambridge O Level is designed for learners
whose first language may not be English, and this is acknowledged
throughout the examination process.
Cambridge
Cambridge O Level Geography develops lifelong skills, including:
learner
• an understanding of the processes which affect physical and
human environments
• an understanding of place on a local, regional and global scale
• the ability to use and understand geographical data and
information
• an understanding of how communities around the world are
affected and constrained by different environments.
Our programmes balance a thorough knowledge and understanding of a subject and help to develop the skills
learners need for their next steps in education or employment.
responsible, and aware of the duty present and future generations have in creating sustainable solutions to global
issues
reflective, considering the similarities and differences between different environments, communities and
economies
innovative, by encouraging and being open to resourceful, technological solutions to geographical issues
engaged, with geographical issues, ideas and solutions that will have positive long-term impacts on the physical
and human environment.
‘Cambridge O Level has helped me develop thinking and analytical skills which will go a long way
in helping me with advanced studies.’
Kamal Khan Virk, former student at Beaconhouse Garden Town Secondary School, Pakistan, who went on to study Actuarial Science at
the London School of Economics
Cambridge O Levels are accepted and valued by leading universities and employers around the world as evidence
of academic achievement. Many universities require a combination of Cambridge International AS & A Levels and
Cambridge O Levels or equivalent to meet their entry requirements.
Supporting teachers
We provide a wide range of resources, detailed guidance and innovative training and professional development so
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are available for each syllabus go to our School Support Hub.
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2 Syllabus overview
Aims
The aims describe the purposes of a course based on this syllabus.
Content overview
The syllabus is divided into three themes:
Theme 1: Population and settlement
Theme 2: The natural environment
Theme 3: Economic development.
The themes are designed to develop an understanding of natural and human environments.
[‘This O Level syllabus shares content with other [subject] syllabuses. For further support see the
School Support Hub for IGCSE [subject]. Textbooks endorsed to support IGCSE [subject] are suitable for use
with this syllabus’.]
Assessment overview
All candidates take three components. Candidates will be eligible for grades A* to E.
and:
and
Assessment objectives
The assessment objectives (AOs) are:
Total 100
3 Subject content
This syllabus gives you the flexibility to design a course that will interest, challenge and engage your learners.
Where appropriate you are responsible for selecting topics, subject contexts, resources and examples to support
your learners’ study. These should be appropriate for the learners’ age, cultural background and learning context as
well as complying with your school policies and local legal requirements.
The content listed is exhaustive except where the word ‘including’ is used. Where ‘including’ is used, candidates
must study everything in the list but may also study other relevant aspects. For example:
• in Topic 2.3, all the coastal landforms you must cover are listed
• in Topic 2.5, where ‘including’ is used, you may choose to introduce other climatic characteristics as well as the
ones listed.
Resources
Some questions in all the written papers are based on resource material, such as photographs, map extracts,
satellite images, drawings, diagrams, graphs, text extracts, statistics and tables of data.
To meet the aims of an international syllabus and examination, resource materials come from various areas of the
world. Candidates may not be familiar with the world areas used in the resources. The questions do not require
specific regional knowledge. The resources are designed to prompt candidates to use the general principles they
have studied.
Case studies
Where a case study is specified in a topic, teachers should choose a suitable example to illustrate the subject
content. For example, Topic 1.6 requires a case study of an urban area. The case study can be from anywhere in the
world but it must illustrate all the content listed under Topic 1.6.
You can choose more than one case study for a topic. For example, for Topic 1.6 you could choose Settlement X for
a case study on land use and Settlement Y for a case study on urban problems.
You can also use the same case study for more than one topic as long as it is suitable for the subject content.
1.2 Migration
Candidates should be able to: Further guidance
Explain and give reasons for population migration Internal movements such as rural-urban migration, as
well as international migrations, both voluntary and
involuntary
Demonstrate an understanding of the impacts of Positive and negative impacts on the destination
migration and origin of the migrants, and on the migrants
themselves
Case Study required for 1.2
• An international migration
1.7 Urbanisation
Candidates should be able to: Further guidance
Identify and suggest reasons for rapid urban growth Reference should be made to physical, economic and
social factors which result in rural depopulation and
the movement of people to major cities
Describe the impacts of urban growth on both rural The effects of urbanisation on the people and the
and urban areas, along with possible solutions to natural environment
reduce the negative impacts The characteristics of squatter settlements
Strategies to reduce the negative impacts of
urbanisation
Case Study required for 1.7
• A rapidly growing urban area in a developing country and migration to it
2.2 Rivers
Candidates should be able to: Further guidance
Explain the main hydrological characteristics and Characteristics of rivers (including width, depth,
processes which operate in rivers and drainage basins speed of flow, discharge) and drainage basins
(including watershed, tributary, confluence)
Processes which operate in a drainage basin
(including interception, infiltration, throughflow,
groundwater flow, evaporation, overland flow)
Demonstrate an understanding of the work of a river
in eroding, transporting and depositing
Describe and explain the formation of the landforms Forms of river valleys – long profile and shape in
associated with these processes cross-section, waterfalls, potholes, meanders, oxbow
lakes, deltas, levées and flood plains
Demonstrate an understanding that rivers present Causes of hazards (including flooding and river
hazards and offer opportunities for people erosion)
Opportunities of living on a flood plain or a delta or
near a river
Explain what can be done to manage the impacts of
river flooding
Case Study required for 2.2
• The opportunities presented by a river or rivers, the associated hazards and their management
2.3 Coasts
Candidates should be able to: Further guidance
Demonstrate an understanding of the work of the sea
and wind in eroding, transporting and depositing
Describe and explain the formation of the landforms Cliffs, wave-cut platforms, caves, arches, stacks,
associated with these processes stumps, bay and headland coastlines, beaches, spits,
and coastal sand dunes
Describe coral reefs and mangrove swamps and the
conditions required for their development
Demonstrate an understanding that coasts present Hazards (including coastal erosion and tropical
hazards and offer opportunities for people storms)
Explain what can be done to manage the impacts of
coastal erosion
Case Study required for 2.3
• The opportunities presented by an area or areas of coastline, the associated hazards and their management
2.4 Weather
Candidates should be able to: Further guidance
Describe how weather data are collected Describe and explain the characteristics, siting and
use made of a Stevenson Screen
Rain gauge, maximum-minimum thermometer,
wet-and-dry bulb thermometer (hygrometer),
sunshine recorder, barometer, anemometer and wind
vane, along with simple digital instruments which can
be used for weather observations; observations of
types and amounts of cloud
Make calculations using information from weather
instruments
Use and interpret graphs and other diagrams showing
weather and climate data
3.1 Development
Candidates should be able to: Further guidance
Use a variety of indicators to assess the level of Indicators of development (including GNP per capita,
development of a country literacy, life expectancy and composite indices, e.g.
Human Development Index (HDI))
Identify and explain inequalities between and within
countries
Classify production into different sectors and give Primary, secondary, tertiary and quaternary sectors
illustrations of each
Describe and explain how the proportions employed Use of indicators of development and employment
in each sector vary according to the level of structure to compare countries at different levels of
development economic development and over time
Describe and explain the process of globalisation, and The role of technology and transnational
consider its impacts corporations in globalisation along with economic
factors which give rise to globalisation
Impacts at a local, national and global scale
Case Study required for 3.1
• A transnational corporation and its global links
3.3 Industry
Candidates should be able to: Further guidance
Demonstrate an understanding of an industrial Industry types: manufacturing, processing, assembly
system: inputs, processes and outputs (products and and high technology industry
waste)
Describe and explain the factors influencing the The influence of factors including land, labour, raw
distribution and location of factories and industrial materials and fuel and power, transport, markets and
zones political factors
Their combined influences on the location, scale
of production, methods of organisation and the
products of the system
Industrial zones and/or factories with respect to
locational and siting factors
Case Study required for 3.3
• An industrial zone or factory
3.4 Tourism
Candidates should be able to: Further guidance
Describe and explain the growth of tourism in
relation to the main attractions of the physical and
human landscape
Evaluate the benefits and disadvantages of tourism
to receiving areas
Demonstrate an understanding that careful
management of tourism is required in order for it to
be sustainable
Case Study required for 3.4
• An area where tourism is important
3.5 Energy
Candidates should be able to: Further guidance
Describe the importance of non-renewable fossil Non-renewable fossil fuels including coal, oil and
fuels, renewable energy supplies, nuclear power natural gas. Renewable energy supplies including
and fuelwood; globally and in different countries at geothermal, wind, HEP, wave and tidal power, solar
different levels of development power and biofuels
Evaluate the benefits and disadvantages of nuclear
power and renewable energy sources
Case Study required for 3.5
• Energy supply in a country or area
3.6 Water
Candidates should be able to: Further guidance
Describe methods of water supply and the Methods of water supply (including reservoirs/dams,
proportions of water used for agriculture, domestic wells and bore holes, desalination)
and industrial purposes in countries at different levels
of economic development
Explain why there are water shortages in some The impact of lack of access to clean water on local
areas and demonstrate that careful management is people and the potential for economic development
required to ensure future supplies
Case Study required for 3.6
• Water supply in a country or area
Please note:
Candidates must comply with the instructions for Paper 1. They must choose only three questions, one from each
of the three sections. Sometimes there is a choice within a question. Candidates must not answer more than is
required.
Questions are structured with different levels of difficulty. They consist of a combination of resource-based tasks
and free-response writing requiring place-specific information.
For resource-based tasks, candidates should interpret and analyse the resource and use the data provided to
illustrate their understanding of the concept being assessed.
All the other information they need to answer a resource-based question is in the resource. No other previous
knowledge is needed of the content of the resource.
Resource materials are chosen from different world areas. This means that candidates may be dealing with world
areas they are not familiar with. You should make it clear to candidates that they do not need any regional
knowledge to answer a resource-based question. Everything they need is provided. It is important that candidates
are not influenced in their choice of question by the nature or location of a resource.
Case studies
Candidates should refer to suitable case studies to illustrate the individual themes.
A case study may also be based on an investigation undertaken as part of preparation for Paper 3 Geographical
Investigations. Specific questions based on fieldwork will not be set in Paper 1, but candidates may use this
information to illustrate answers on this paper.
The case studies should give candidates details which they can use in their answers to certain questions on Paper 1.
Some part questions ask candidates to refer to information from the specific case studies for each theme.
Candidates may also use details from these case studies to volunteer information when they are answering other
part questions.
Specific named illustrations of case studies are not included in the syllabus. This is to give you complete freedom in
selecting examples which you feel are most suitable for your candidates.
Candidates should be aware of the sub-marks for each part question. These are printed on the question paper.
Candidates should use them as a guide to the amount of detail and length of response expected and to help them
manage their time effectively.
All candidates take Paper 2. They must answer all the questions.
Candidates do not need any place-specific knowledge to answer questions in Paper 2. Questions that require
knowledge and understanding (AO1) will be based on topics from the three themes (see section 3).
Mapwork question
All answers to the mapwork question must be based on map evidence only.
One question will be based on a large-scale map. The large-scale maps provided will be on a scale of either
1:25 000 or 1:50 000 and will always contain a full key.
One third of the marks for Paper 2 are for the mapwork question. Candidates are asked to describe and analyse a
large-scale map. This means that candidates must be proficient in map-reading and interpretation skills.
Candidates should be able to use a co-ordinate reference system and to give and read four-figure and six-figure grid
references to locate places.
In this example, the four-figure reference for the dot is 4665 and the six-figure grid reference for the dot is 463654:
46 47
66 66
9
8
7 2nd Reading
(NORTHINGS)
6
5
4
3
2
1
0
65 0 1 2 3 4 5 6 7 8 9
65
46 47
1st Reading (EASTINGS)
To give the six-figure grid reference, first identify the grid square, in this case 4665. The third figure is obtained
by dividing the space between grid lines 46 and 47 into ten equal parts. Similarly, the sixth figure is obtained by a
division of the gap between northings 65 and 66. This results in a grid reference of 463654 for the dot and 460650
for the star. Please note that the first tenth is 0 and the last tenth is 9 in the divided grid square.
Candidates should be able to give directions, both in terms of a 16-point compass (such as north, north-north east,
north east, etc.) and as a bearing from grid north of one place from another. For this reason candidates must have
protractors in the examination room.
Candidates should be able to measure horizontal distances. This is done most accurately by using a straight-
edged piece of paper and the scale line. If the line to be measured is curved, divide the curve into straight sections
and rotate the paper after each straight section to follow the next straight section. Finally, place the completed
straight-edged piece of paper along the linear scale line on the map extract and read off the distance in kilometres/
metres. This method avoids complicated mathematical calculations which can arise when rulers are used.
• interpret and describe features of urban morphology as they are shown on large-scale maps
• describe the functions of and services provided by settlements
• give reasons for the site and growth of individual settlements
• recognise communication networks in terms of their type and density in relation to physical and human features.
Data tables may provide various types of information on physical phenomena, economic activities, population,
settlement, agricultural and manufacturing output, etc. and candidates may be asked to describe and analyse
features and trends from the data provided. They may also be asked to suggest a suitable form of graphical
representation for the data provided.
Written material may be extracts from books, periodicals and newspapers, and candidates will need to show an
understanding of the material presented.
Some questions will include oblique photographs. Candidates should be able to:
• Give simple descriptions of human and physical landscapes (landforms, natural vegetation, land use and
settlement) and geographical phenomena from photographs, aerial photographs, satellite images and GIS.
• Add specified detail on maps or other material provided to show that they can apply geographical knowledge
and understanding.
• Use supporting material in conjunction with large-scale maps to identify, describe and analyse features and
show that they can recognise patterns and deduce trends.
Candidates are set a series of tasks on issues relating to one or more of the subject themes (see section 3).
Questions test the methodology of questionnaires, observation, counts and measurement techniques, and involve
testing hypotheses appropriate to specific topics. Questions also test processing, presentation and analysis of data.
Candidates should study the principles of geographical investigations and show understanding of the route
to geographical enquiry. They should have some practical experience, however limited, of fieldwork
methodology. One approach is to introduce the appropriate enquiry skills and techniques relevant to Paper 3
during the teaching of specific topics for Paper 1. For example, while you are teaching Topic 2.2 Rivers, you could
discuss how key aspects of the form of rivers can be measured, how depth data can be plotted and how cross-
sectional area and discharge can be calculated. You could introduce the skills required for questionnaires, counts
and observations in a variety of topics, wherever this is practical for the centre.
Candidates should be aware of the range of aspects involved in the route to geographical enquiry, such as
identifying aims and hypotheses, using enquiry skills to collect data, using presentation techniques to display data,
making analyses of data and reaching conclusions.
Observation
Examples of using observations to collect data include the recording of land use in an urban area or
observations of river or coastal features. Candidates can use maps, recording sheets, field sketches and
annotated photographs to record their observations.
Counts
Examples of counts are pedestrian and traffic counts. Candidates should be aware of suitable methods for
recording counts, including the layout of recording sheets, instructions and the information required to identify
the sheet following the count (time, date, location and name of recorder).
Measurement
Candidates should be aware that when they are recording measurements, it is important to plan the layout
of the recording sheet, the location of instruments and the sampling methods used to provide reliable data.
They should know what measurement equipment is required, such as the quadrat, the clinometer and the
pebbleometer or callipers. They should be familiar with:
• river measurements of channel width, depth, speed of flow and the size and shape of bedload
• beach studies of beach profile, the size and shape of pebbles and the movement of beach material
• weather study instruments closely linked to Theme 2: The natural environment
• measurement techniques associated with human fieldwork such as survey strategies and pedestrian/traffic
counts.
4 Analysis
Candidates should be able to describe the patterns in data presented in graphs and tables of results. Questions
often require candidates to refer to relevant geographical knowledge and understanding when they are
interpreting data.
5 Making conclusions
Using the evidence from the data, candidates should be able to make judgements on the validity of the original
hypothesis or the aims of the assignment. They must refer to the reliability of the data collected and give a
critical evaluation of the data collection methods chosen, along with suggestions for other possible hypotheses
and extension work.
Command words
Command words and their meanings help candidates know what is expected from them in the exam. The table
below includes command words used in the assessment for this syllabus. The use of the command word will relate
to the subject context.
Phrases such as ‘How far do you agree …?’ and ‘To what extent …?’ may also be seen in the assessment for this
syllabus.
This section is an overview of other information you need to know about this syllabus. It will help to share the
administrative information with your exams officer so they know when you will need their support. Find more
information about our administrative processes at www.cambridgeinternational.org/eoguide
You can enter candidates in the November exam series. You can view the timetable for your administrative zone at
www.cambridgeinternational.org/timetables
Check you are using the syllabus for the year the candidate is taking the exam.
Private candidates can enter for this syllabus. For more information, please refer to the Cambridge Guide to Making
Entries.
Cambridge O Level, Cambridge IGCSE™ and Cambridge IGCSE (9–1) syllabuses are at the same level.
Making entries
Exams officers are responsible for submitting entries to Cambridge International. We encourage them to work
closely with you to make sure they enter the right number of candidates for the right combination of syllabus
components. Entry option codes and instructions for submitting entries are in the Cambridge Guide to Making
Entries. Your exams officer has a copy of this guide.
Exam administration
To keep our exams secure, we produce question papers for different areas of the world, known as administrative
zones. We allocate all Cambridge schools to one administrative zone determined by their location. Each zone has
a specific timetable. Some of our syllabuses offer candidates different assessment options. An entry option code
is used to identify the components the candidate will take relevant to the administrative zone and the available
assessment options.
Retakes
Candidates can retake the whole qualification as many times as they want to. Information on retake entries is at
www.cambridgeinternational.org/entries
The standard assessment arrangements may present barriers for candidates with impairments. Where a candidate
is eligible, we may be able to make arrangements to enable that candidate to access assessments and receive
recognition of their attainment. We do not agree access arrangements if they give candidates an unfair advantage
over others or if they compromise the standards being assessed.
Candidates who cannot access the assessment of any component may be able to receive an award based on the
parts of the assessment they have completed.
Language
This syllabus and the related assessment materials are available in English only.
A* is the highest and E is the lowest. ‘Ungraded’ means that the candidate’s performance did not meet the
standard required for grade E. ‘Ungraded’ is reported on the statement of results but not on the certificate.
In specific circumstances your candidates may see one of the following letters on their statement of results:
• Q (PENDING)
• X (NO RESULT).
These letters do not appear on the certificate.
On the statement of results and certificates, Cambridge O Level is shown as GENERAL CERTIFICATE OF
EDUCATION (GCE O LEVEL).
Grade descriptions
Grade descriptions are provided to give an indication of the standards of achievement candidates awarded
particular grades are likely to show. Weakness in one aspect of the examination may be balanced by a better
performance in some other aspect.
Grade descriptions for Cambridge O Level Geography will be published after the first assessment of the syllabus in
2020. Find more information at www.cambridgeinternational.org/2217
You must read the whole syllabus before planning your teaching programme.
Changes to syllabus content • We have added learner attributes, to communicate the benefits of the
syllabus in more detail.
• In section 4 Details of the assessment
• Paper 1 Geographical Themes we have added ‘maps showing latitude
and longitude’ to the resources.
• Paper 2 Geographical Skills we have clarified scatter graphs to include
best-fit lines.
Any textbooks endorsed to support the syllabus for examination from 2020 are still suitable for use
with this syllabus.