51ºÚÁÏ

3.2.2.4 Place studies Local place study exploring the developing character of a place local to the home or study centre. Contrasting place study exploring the developing character of a contrasting and distant place. Place studies must apply the knowledge acquired through engagement with prescribed specification content and thereby further enhance understanding of the way students’ own lives and those of others are affected by continuity and change in the nature of places. Sources must include qualitative and quantitative data to represent places in the past and present. Both place studies must focus equally on: people’s lived experience of the place in the past and at present and either changing demographic and cultural characteristics or economic change and social inequalities.

3.2.2.2.2 Meaning and representation The importance of the meanings and representations attached to places by people with a particular focus on people’s lived experience of place in the past and at present. How humans perceive, engage with and form attachments to places and how they present and represent the world to others, including the way in which everyday place meanings are bound up with different identities, perspectives and experiences. How external agencies, including government, corporate bodies and community or local groups make attempts to influence or create specific place-meanings and thereby shape the actions and behaviours of individuals, groups, businesses and institutions. How places may be represented in a variety of different forms such as advertising copy, tourist agency material, local art exhibitions in diverse media (eg film, photography, art, story, song etc) that often give contrasting images to that presented formally or statistically such as cartography and census data.

3.2.2.2.2 Meaning and representation The importance of the meanings and representations attached to places by people with a particular focus on people’s lived experience of place in the past and at present. How humans perceive, engage with and form attachments to places and how they present and represent the world to others, including the way in which everyday place meanings are bound up with different identities, perspectives and experiences. How external agencies, including government, corporate bodies and community or local groups make attempts to influence or create specific place-meanings and thereby shape the actions and behaviours of individuals, groups, businesses and institutions. How places may be represented in a variety of different forms such as advertising copy, tourist agency material, local art exhibitions in diverse media (eg film, photography, art, story, song etc) that often give contrasting images to that presented formally or statistically such as cartography and census data. How both past and present processes of development can be seen to influence the social and economic characteristics of places and so be implicit in present meanings.

3.2.2.1 The nature and importance of places The concept of place and the importance of place in human life and experience.

3.2.2.1 The nature and importance of places The concept of place and the importance of place in human life and experience. Insider and outsider perspectives on place. Categories of place: Endogenous: location, topography, physical geography, land use, built environment and infrastructure, demographic and economic characteristics. Exogenous: relationships with other places.

3.2.2.1 The nature and importance of places The concept of place and the importance of place in human life and experience. Understanding Space

Changing Places - Near and Far places 3.2.2.1 The nature and importance of places The concept of place and the importance of place in human life and experience. Insider and outsider perspectives on place. Categories of place: near places and far places

The first three lessons to introduce Changing Places to your A Level Geography students. Suitable for AQA and WJEC.

WJEC GCSE Geography Unit 4 focuses on contemporary themes in geography, with a strong emphasis on sustainability and decision-making. It involves a non-exam assessment (NEA) where students analyze a geographical issue, research it, and propose solutions. This resource is intended for use in the classroom as a practice run for the NEA. Unit 4: Sustainable Solutions Non-examination assessment: 6 hours (3 hours for research and 3 hours to respond to tasks) 15% of qualification [60 Marks]

New 2025 Specification 3.1.1 Regional inequalities in Wales and the UK Learners should know what is meant by inequality. Learners should know the patterns of inequalities in Wales and the UK, such as those seen in: • education • employment • investment • race • religion • rural and urban locations • services (such as broadband connectivity, mobile signal).