A Level AQA Case Studies

Detailed country case studies, organised by spec topic area, allowing students to develop meaningful synoptic links between topics and a deeper understanding of the geographies of place.

Build up a picture of each chosen location as you teach through the spec:

  • Learn and deliver fewer case studies in greater depth, whilst covering the full specification
  • Return to familiar locations throughout the course
  • Gives opportunities to revise and add synoptic links to previous topics throughout the year

Each case study covers a number of topics exemplified by the region, providing a comprehensive study companion, springboard images to encourage enquiry-led class discussion and short Q&As to check comprehension.

Longer-answer exam-style questions allows students to practice using case studies in an exam scenario. Annotated model answers give expectations for the exam and allow for self-marking.

Plus! Includes Topic on a Page – Brand new hand-illustrated, customisable "Country on a Page" for each case study! Students can gradually build up a complete cross-topic case study mind map as the A Level progresses.


Country

Spec Topic

Case Study

Japan

3.1.3 Coastal systems and landscapes

A contrasting coastal landscape beyond the UK – Tokyo Bay

3.1.5 Hazards

Multi-hazardous environment beyond the UK – Tectonics and Extreme Weather

3.2.4 Population and the environment

A country/society experiencing specific patterns of overall population change – Population in decline

3.2.4 Population and the environment

A specified area to illustrate and analyse the relationship between place and health – Hiroshima

3.2.5 Resource security

Resource issues in a specified regional setting – Energy – Electricity and Nuclear

China

3.2.1 Global systems and global governance

Detailed reference to a specified TNC and its impacts on those countries in which it operates – Huawei

3.2.2 Changing places

Contrasting place study: changing demographic and cultural characteristics

3.2.2 Changing places

Contrasting place study: economic change and social inequalities

3.2.3 Contemporary urban environments

Contrasting urban areas – Shenzen

3.2.5 Resource security

Resource issues in a specified regional setting – Water – North South Water Transfer Scheme

USA

3.1.3 Coastal systems and landscapes

A contrasting coastal landscape beyond the UK – Louisiana

3.1.4 Glacial systems and landscapes

A contrasting glaciated landscape from beyond the UK – Glaciers National Park

3.1.5 Hazards

Multi-hazardous environment beyond the UK – California

3.2.1 Global systems and global governance

Detailed reference to a specified TNC and its impacts on those countries in which it operates – Nike

3.2.2 Changing places

Contrasting place study: changing demographic and cultural characteristics

3.2.2 Changing places

Contrasting place study: economic change and social inequalities

Brazil

3.1.1 Water and carbon cycles

A tropical rainforest setting – The Amazon

3.2.1 Global systems and global governance

Detailed reference to a specified TNC and its impacts on those countries in which it operates – Food production – Beef

3.2.2 Changing places

Contrasting place study: changing demographic and cultural characteristics

3.2.2 Changing places

Contrasting place study: economic change and social inequalities

What do teachers say about this resource? (10651)

An excellent addition to the teaching resource library!
I like this Brazil Case Study as it includes a variety of information divided into clear and navigable subsections, making it easy to find the desired information quickly.

The fact that it covers some of the geographical skills, as well as the content for the Human and Physical units, is a real bonus. I like the fact it contains so much data, as it exposes the students to the level of detail that they should have when learning a case study.

It is written in an easy to understand format, but that it consistently uses the correct terminology. I also like the fact that any different parts of the specification are covered in one resource.

It is really detailed and comprehensive with a wide breadth of information available for students to access alongside questions that they can use to check their understanding of the information. I like the fact that the resource includes the specification and gives students the tools to go off and do their own research – particularly in ‘The Place Study’ section.

The resource covers most of the specification to some degree, clearly identified in the different sections. - It is a very detailed case study of a place and goes into lots of relevant detail about the patterns of the economy as well as information relating to environmental risks. It uses Assessment objectives to help students become more familiar with the mark scheme and the way work is assessed. Model answers are used to help understand how marks are awarded, as well as how the answer may be structured.

I think this is an excellent resource, that students will find very beneficial

C Turner, Head of Department & Peer Reviewer

The resource is well developed and the author has researched this topic thoroughly.
The resource stretches the thinking, allowing for active learning; the students will be involved in looking at the big picture: the trade of beef in Brazil, how chains like McDonald for example, are contributing to the Amazon deforestation, climate change, health problems (obesity and release of carbon dioxide in the atmosphere, ...).
Numeracy is applied in the use of maps, data and graphs.
Follows the specification to the letter!
TNC; place study (far place): it explains in details how the students need to think and interpret a 'far place' and also gives two separate options, explains and gives examples of quantitative and qualitative data (which some students find difficult to differentiate); gives very specific examples of 'changing places', considering social inequalities, well being, sustainability and problems related to resources exploitation.
Very good.
A thorough resource that would be invaluable for A-Level teaching and also to stretch the GCSE higher attainers.

C Tarantino-Hind , Teacher & Peer Reviewer

What do teachers say about this resource? (10650)

Very comprehensive. Clearly written and liking to many parts of the specification. I particularly liked how it was written and the fact that there were model answers for the questions set. It allows the pupil to learn how one location/country can link to many parts of the specification. This provides greater depth for long mark questions.

C McNiece, Geography teacher & Peer Reviewer

I thought it was good. The fact that it does not require any significant alteration to be used with the course does make it well worth having.
The subject areas were broken in to well labelled sections that were relevant, regardless of what optional units the candidate did.
There is a good level of detail, which allows the teacher to differentiate tasks that are set. High ability students can develop their insights that have begun to be explored by the author. Less able students can be challenged to apply information to exam style questions or build alternative case studies to those outlined in the resource, for example.
Cleverly, it is separated up in to the units with bold headings so the resource can be used by classes as the units are being taught over the course.

S Cracknell, Head of Geography, Senior Examiner & Peer Reviewer

What do teachers say about this resource? (10653)

This resource is very good and the author has taken the time to research thoroughly every aspect about China both from a physical, human and environmental point of view.

I particularly liked the author's choice of TNC, Huawei, because it is a global brand and has been often in the news, especially with the recent UK ban.
The author has researched deeply into the origin, development and policies of this brand and has produced a really valuable resource.

This resource will save a lot of time researching for a Chinese TNC, as China is not always forthcoming with information about its own companies. The author has provided valuable links to Chinese websites that will help with the user's research.

The author has also offered the AO1/AO2 and comments for each answer to exam questions, which will help the students to understand how the questions need to be answered.

The resource is very good and would make an invaluable addition to teachers' A-Level material.

C Tarantino-Hind , Geography Teacher & Peer Reviewer

Provides a wide range of information about one country for a range of case studies. [Gives students] the opportunity to study the country (or aspects) through a wide range of topics. Recap of the themes in the Changing Places would be great for revision before carrying out the distant place study. I particularly like the question planning template for the practice examination question included AOs and sample answers.

The use of single country information for different topic-case studies might be helpful for retrieval compared to having different country case study for each topic.

A Adu-Boateng, Teacher & Peer Reviewer

What do teachers say about this resource? (10652)

Great for encouraging independent learning.

A really well-planned resource, obviously a great deal of time has been spent on this. Well done!

C Turner, Head of Department & Peer Reviewer