1. National 5 Geography Basics
Details from SQA documents
Introduction to the course
Geography opens up for learners the physical environment around them and the ways in which
people interact with this environment.
The purpose of Geography is to develop the learner’s understanding of our changing world and
its human and physical processes. Opportunities for practical activities, including fieldwork, will
be encouraged, so that learners can interact with their environment.
In the 21st century, with growing awareness of the impact of human activity upon the
environment and scarce resources, the study of Geography fosters positive life-long attitudes of
environmental stewardship, sustainability and global citizenship. This qualification will furnish
learners with the knowledge and skills to enable them to contribute effectively to their local
communities and wider society.
The contexts for study are local, national, international, and global. Geography draws upon the
social and natural sciences: interdisciplinary learning is therefore fundamental to geographical
study and encourages links with other disciplines.
The main aims of Geography are to enable learners to develop:
a range of geographical skills and techniques
detailed understanding of the ways in which people and the environment interact in
response to physical and human processes at local, national, international, and global
scales
detailed understanding of spatial relationships and of the changing world in a balanced,
critical and sympathetic way
a geographical perspective on environmental and social issues
an interest in, and concern for, the environment leading to sustainable development
Course learners will develop a range of important and transferrable skills including: using,
interpreting, evaluating and analysing a range of geographical information; interpreting and
explaining geographical phenomena; using a range of maps and other data to process and
communicate geographical information; and researching skills, including fieldwork.
Learners will also develop an awareness of a limited range of geographical information systems
through ICT or alternative means.
GIS in National 5 Geography

2. It should be remembered that map skills are the key skills element for this Unit. To help bring
this alive for learners it might be appropriate to combine map skills with some GIS applications.
This GIS might take the form of class demonstrations — showing classes how data can be
presented alongside mapping, whole class activities — where data collected as a class is fed
into the GIS to produce a final class product, so giving ideal opportunity of peer and class
assessment. With learners who are achieving well in the map skills element of the Unit, and
perhaps fieldwork activities, individual GIS work may work as a form of differentiation.
Incorporating GIS into teaching, learning and assessment
Geographic Information Systems (GIS) represent a powerful tool to engage learners with
applied map skills. It also represents another potential form of assessment/collating evidence
of a learner’s knowledge and understanding. GIS does not however need to be overly complex.
It its simplest form a GIS is just the combining of maps (geospatial data), data (perhaps
statistical collected during fieldwork) and database entries. There are many commercial GIS
companies who are producing software for schools. A simple GIS can also be created with
Google Earth:
Pictorial GIS
When plotting a series of waypoints in Google Earth, all sorts of data can be attached. For
example, something as simple as pictures can be uploaded to show landscape types, land uses
and weather conditions. These pictures might come from a field trip or form a virtual field trip
in the classroom. Teachers/lecturers may find Digital Explorer helpful.
Graphical GIS
Using a combination of Google Earth and Google Graphs, bar graphs and choropleths can be
located onto a mapped surface. This makes a relatively simple graphing task far more
impressive to look at and more engaging, particularly for learners with an interest in IT. For
example, river width measurements could be plotted as bar charts on a Google Earth mapped
surface. This requires waypoints to be added which also has the potential to introduce learners
to the use of GPS when collecting field data.
These are just two examples of how free, down-loadable software can be used to reinforce map
skills, introduce GIS and build enthusiasm and engagement in Geography. Google products are
just one of many possibilities for these types of activities.
Teachers/lecturers may find that expecting learners to produce their own GIS is far beyond
what is expected at National 5 level. At this level it may be appropriate for the GIS to be used
for demonstration purposes and to illustrate the geographical tools that are used in a range of
business and employment opportunities. This approach will further link National 5 level
Geography with the Skills for learning, skills for life and skills for work.
Centres may also expect National 5 candidates to be able to critique the benefits and
challenges of using GIS technology to process and display maps and geographical data. Showing
an understanding of the role and capability of GIS in relation to map skills and geographical
data would represent excellent evidence for assessment purposes.

3. Map Skills
An alternative/complementary approach to assess map skills may be to embed them within the
landscape type section.
For example, to deliver the learning and teaching for rivers and their valleys, learners might
follow a river from source to mouth identifying features, characteristics and land uses using an
OS map. Using map skills to accurately describe the course of a river would therefore provide
assessment evidence for elements of the Unit requirements
To deliver the learning and teaching for investigating land use in an area, learners might follow
a city from centre to suburbs identifying characteristics and land uses using an OS map, Google
Earth or a transect created from personal fieldwork. Using research skills to accurately describe
the layout of a city would therefore provide assessment evidence for elements of both
Outcome 1 and Outcome 2 of the Unit.
A range of mapping skills should also be covered:
Geographical skills (National 5)
The following skills will be sampled in the Course assessment in contexts drawn from
across the Course:
Mapping skills including the use of Ordnance Survey maps:
♦ grid references (4/6 figure)
♦ identification and location of physical and human features
♦ measure distance using scale
♦ interpret relief and contour patterns
♦ use maps in association with photographs, field sketches, cross sections/transects
Research skills including fieldwork skills:
♦ gathering
♦ processing
♦ interpreting
Extracting, interpreting and presenting numerical and graphical information which may
be:
♦ statistical
♦ graphical
♦ tabular
The case for fieldwork
Fieldwork should be seen as a key element of geographical learning. It can be used to reinforce
map skills, build independent research skills and expand the learner’s understanding of

4. landscapes and weather in the United Kingdom. Fieldwork should be seen within the context of
outdoor learning, a key component of a Curriculum for Excellence. Teachers/lecturers might
consider fieldwork at a range of levels; from the immediate school grounds which can be
accessible within the normal teaching timetable, to local day trips and residential opportunities
within the Scotland and the United Kingdom.
Scotland
Learning about Scotland and Scottish culture will enrich the learner’s learning experience and
help them to develop the skills for learning, life and work they need to prepare them for taking
their place in a diverse, inclusive and participative Scotland and beyond. Where there are
opportunities to contextualise approaches to learning and teaching to Scottish contexts,
teachers and lecturers should do this.
UNIT INFORMATION
There are 3 units
Geography: Physical Environments (National 5)
In this Unit, learners will develop geographical skills and techniques in the context of physical
environments. Learners will develop a detailed knowledge and understanding of the processes
and interactions at work within physical environments. Key topics include: location of landscape
type; formation of key landscape features; land use management and sustainability; and
weather. Learners will study a selection of landscape types from contexts within Scotland
and/or the UK. Landscape types will be chosen from: glaciated upland; upland limestone;
coastlines of erosion and deposition; and rivers and their valleys. Personalisation and choice is
possible through the landscape types and areas chosen for study.
Geography: Human Environments (National 5)
In this Unit, learners will develop geographical skills and techniques in the context of human
environments. Learners will develop a detailed knowledge and understanding of the processes
and interactions at work within human environments. Learners will study and compare
developed and developing countries drawn from a global context. Key topics include: contrasts
in development; world population distribution and change; and issues in changing urban and
rural landscapes. Personalisation and choice is possible through contexts chosen as case
studies.
Geography: Global Issues (National 5)
In this Unit, learners will develop skills in the use of numerical and graphical information in the
context of global issues. Learners will develop a detailed knowledge and understanding of
significant global geographical issues. Key topics include climate change and sustainability; the
impact of world climates; environmental hazards; trade and globalisation; and development

5. and health. Learners will study major global issues and the strategies adopted to manage these.
Personalisation and choice is possible through the issues selected for study.
For each of the 3 units, there is course content, and also skills to be developed. These feed into
the assessment, which may be a focus for initial planning.
Physical Environments
The Unit identifies four landscape types, two of which should be chosen for learning and
teaching. This creates ideal opportunities for learner-led and teacher-led personalisation and
choice.
The United Kingdom focus further promotes choice through the case-study areas used. While
National 4 candidates may find it more inclusive to consider landscape types that are more local
to them, National 5 candidates may experience more challenge and progression when
examples are taken from a wider geographical area.
Personalisation and choice are key components of Curriculum for Excellence. Enjoyment and
enthusiasm for the subject can be maximised by giving learners the freedom to choose
landscape types and/or case study areas. By using learning and teaching techniques, such as co-
operative learning, there is the potential for a single class cohort to investigate different
landscape types independently, then to engage in peer teaching. This style of approach would
also support meaningful assessment of individuals’ knowledge and understanding as well as
embracing the four capacities.
Learners will draw on knowledge and understanding of various aspects of the physical
environment through the study of a variety of landscape types in the United Kingdom.
Learners who complete this Unit will be able to:
1 Use a range of mapping skills in geographical contexts in the United Kingdom
2 Draw on detailed knowledge and understanding of physical environments and weather in the
United Kingdom
1 Use a range of mapping skills in geographical contexts in the United Kingdom by:
1.1 Interpreting geographical information from at least two sources in order to be able to
identify and explain in detail any patterns which are found
1.2 Presenting geographical information, in detail, in at least two ways
If Units are being taken as part of a Course, then the evidence for ‘mapping skills’ and ‘research
skills’ Outcomes may be presented in the context of either Geography: Physical Environments
or Geography: Human Environments Units.
Outcome 2
The learner will:
2 Draw on detailed knowledge and understanding of physical environments and weather in
the United Kingdom by:

6. 2.1 Describing, in detail, key features of one landscape type in the United Kingdom
2.2 Giving detailed explanations of the formation of one landscape type in the United Kingdom
2.3 Giving descriptions and detailed explanations of factors affecting weather conditions and
weather systems in the United Kingdom
2.4 Giving detailed descriptions of the possible land uses and detailed explanations of a
landscape management issue for one landscape type in the United Kingdom
The content is outlined as follows:
Physical Environments (National 5) Unit
Weather
Within the context of the United Kingdom:
♦ the effect of latitude, relief, aspect and distance from sea on local weather conditions
♦ the characteristics of the five main air masses affecting the UK
♦ the characteristics of weather associated with depressions and anticyclones
Landscape types
Within the context of two landscape types, selected from either:
♦ glaciated uplands and coastal landscapes
or
♦ upland limestone, and rivers and valleys
The formation of the following landscape features (from two landscape types):
♦ glaciated upland — corrie, pyramidal peak, arête, u-shaped valley
♦ upland limestone — limestone pavements, potholes/swallow holes, caverns,
stalactites and stalagmites, intermittent drainage
♦ coastal landscapes — cliffs, caves and arches, stacks, headlands and bays, spits
♦ rivers and valleys — v-shaped valleys, waterfalls, meander, ox bow lake, levee
Land uses appropriate to the two landscape types studied. The land uses should be
chosen from:
♦ farming
♦ forestry
♦ industry
♦ recreation and tourism
♦ water storage and supply
♦ renewable energy
In relation to one landscape type studied, candidates should be able to describe and
explain:
♦ the conflicts which can arise between land uses within this landscape
♦ the solutions adopted to deal with the identified land use conflicts

7. Further guidance:
Inclusion of basic Earth science
Learners understanding of landscape types will be enhanced through an understanding
of Earth science at an appropriate level.
1 Glaciated uplands requires learners to appreciate:
past climate change of glacial and interglacial periods
landscape weathering (such as freeze-thaw weathering)
2 Upland limestone requires learners to appreciate:
rock classification (what is a sedimentary rock),
formation of carboniferous limestone in shallow tropical seas,
role of glacial erosion in exposing limestone to weathering,
landscape weathering (such as freeze-thaw weathering)
3 Coastlines of erosion and deposition requires learners to appreciate:
role of rock type (and hardness) on landscape type
role of geological strata controlling cliff shape and form,
how sea level change might impact on coastal landscapes
4 Rivers and their valleys requires learners to appreciate:
how different rock types erode
role of relative rock hardness in landform formation
There are also suggestions for overlap, e.g. landscapes and weather
Landscape type Weather concepts that could be embedded in
learning and teaching
Glaciated uplands Upland temperature range resulting in freeze-
thaw weathering
Impact of altitude on temperature change
Use case study to reinforce weather variations
across UK
Impact of weather conditions on land uses
such as farming, recreation (ie skiing), forestry,
settlement and transport
Upland limestone Upland temperature range resulting in freeze-
thaw weathering
Impact of altitude on temperature change
Use case study to reinforce weather variations
across UK

8. Impact of weather conditions on land uses
such as farming, recreation, settlement and
transport
Coastlines of erosion and deposition Storm conditions associated with air pressure
impacting on rates of erosion and deposition
Impact of weather conditions on land uses
such as farming, recreation (ie holiday resorts),
settlement and transport
Rivers and their valleys Differences in weather conditions along the
river course (ie upland source versus coastal
river mouth)
Role of snowmelt in river flow/seasonal usage
Changing river flow due to changing
conditions, such as a passage of frontal system
(and how this may impact of landform
formation — waterfalls, meanders,
floodplains)
Impact of weather conditions on land uses
such as farming, recreation (eg water sports),
settlement and transport
Human Environments
Learners who complete this Unit will be able to:
1 Use a range of research skills applied to developed and developing countries
2 Draw on detailed knowledge and understanding of human environments in developed and
developing countries
1 Use a range of research skills applied to developed and developing countries by:
1.1 Collecting detailed geographical information effectively in at least two ways
1.2 Interpreting geographical information from at least two sources of information in order to
make detailed comparisons and contrasts
If Units are being taken as part of a Course, then the evidence for ‘mapping skills’ and ‘research
skills’ Outcomes may be presented in the context of either Geography: Physical Environments
or Geography: Human Environments Units.
Outcome 2
The learner will:
2 Draw on detailed knowledge and understanding of human environments in developed and
developing countries by:
2.1 Explaining, in detail, a human development issue in a developed and a developing country

9. 2.2 Giving detailed descriptions and detailed explanations of the factors influencing population
distribution and change in developed and developing countries
2.3 Giving detailed descriptions and detailed explanations of land use and change in an urban
area and a rural area
The content is outlined as follows:
Geography: Human Environments (National 5) Unit
In the context of developed and developing countries:
♦ social and economic indicators
♦ physical and human factors influencing global population distribution
♦ factors affecting birth and death rates
In the context of urban areas:
♦ characteristics of land use zones in cities in the developed world
♦ recent developments in the CBD, inner city, rural/urban fringe in developed world cities
♦ recent developments which deal with issues in shanty towns in developing world cities
In the context of rural areas:
♦ changes in the rural landscape in developed countries, related to modern developments
in farming such as: diversification, impact of new technology, organic farming, GM, current
government policy
♦ changes in the rural landscape in developing countries related to modern developments
in farming such as: GM, impact of new technology, biofuels
Global Issues
Learners who complete this Unit will be able to:
1 Use a range of numerical and graphical information in the context of global geographical
issues
2 Draw on detailed knowledge and understanding of a significant global geographical issue
Outcome 1
The learner will:
1 Use a range of numerical and graphical information in the context of global geographical
issues by:
1.1 Interpreting detailed numerical and graphical information from at least two sources
1.2 Evaluating numerical and graphical information to draw detailed conclusions based upon
evidence
Outcome 2
The learner will:
2 Draw on detailed knowledge and understanding of significant global geographical issues by:
2.1 Describing, in detail, key features of a significant global geographical issue

10. 2.2 Giving detailed explanations of causes and effects of a global geographical issue
2.3 Giving detailed descriptions and detailed explanations of strategies adopted in response to
a significant global geographical issue
Content is described as follows:
Candidates should study two global issues from the following:
Climate change
♦ features of climate change
♦ cause — physical and human
♦ effects — local and global
♦ management — strategies to minimise impact/effects
Impact of human activity on the natural environment
♦ description of tundra and equatorial climates and their ecosystems
♦ use and misuse
♦ effects of degradation on people and the environment
♦ management — strategies to minimise impact/effects
Environmental hazards
♦ describe the main features of earthquakes, volcanoes and tropical storms
♦ causes of each hazard
♦ impact on the landscape and population of each hazard
♦ management — methods of prediction and planning
Trade and globalisation
♦ description of world trade patterns
♦ cause of inequalities in trade
♦ impact of world trade patterns on people and the environment
♦ strategies to reduce inequalities — trade alliances, fair trade, sustainable practices
Tourism
♦ features of mass tourism and eco-tourism
♦ causes of/reasons for mass tourism and eco-tourism
♦ impact of mass tourism and eco-tourism on people and the environment
♦ strategies adopted to manage tourism
Health
♦ describe the distribution of a range of world diseases
♦ explain the causes, effects and strategies adopted to manage:
— AIDS in developed and developing countries
— one disease prevalent in a developed country (choose from: heart disease, cancer,
asthma)

11. — one disease prevalent in a developing country (choose from: malaria, cholera,
kwashiorkor, pneumonia)
Learners should be provided with the opportunity to examine a range of sources related
to the issue. These could include maps, diagrams, graphs, charts and statistical
information, e.g. a table to show the percentage deforestation over a given time frame, a
map to show hurricane tracks in the North Atlantic, a line graph to show tourist numbers
in Greece.
Learners would be expected to extract information from these sources and describe what
they show. They should also feel confident presenting detailed information using
numerical and graphical forms or presentation.
Enquiry sequence that is suggested
Present the learner with sources of information, presented in a variety of formats, ie
numerical and graphical, relating to the selected issue to allow them to become
familiar with the issue in the global context. Sources of evidence could include bar
graphs/line graphs/pictographs/data tables/census data/choropleth maps/theoretical
models/kite diagrams/scatter graphs/flow line maps. Living graphs could be created
that encourage higher order thinking skills while at the same time introducing pupils
to the issue.
Investigate the causes of the global issue giving equal consideration to natural and
man-made factors. Having studied the evidence pupils will then begin to examine the
causes of the issue. This could be looked at through the eyes of a geographical
mystery. The learner is set an enquiry question and presented with evidence that will
allow them, through a process of elimination to begin to develop an understanding of
the causes of the issue.
Identify the immediate and longer term effects of the global issue on people, the
economy and the natural environment. In order to understand the differing levels of
impact across different scales pupils must begin to learn to classify information, a
higher order thinking skill. Information can be classified in a variety of ways including
group classification and colour classification. Throughout the issue learners are being
asked to identify the impact of the issue on people, on the places they live and on the
economy. These themes lend them self naturally to a classification activity. Learners
must also give consideration to the temporal scale and classify the evidence further
into immediate and longer-term effects.
Suggest strategies used to help manage the global issue now and in the future. This
stage in the enquiry provides an opportunity for the learner to engage in a variety of
decision-making activities that will allow them to consider what has been and what
could be done to manage the issue. Ideally learners should be given opportunities to
discuss a ‘best fit’ approach to managing the effects and reducing the future
consequences created by each issue. This could be done by setting up class debates
and discussions that examine current evidence. Equally, learners should look to the

12. wider geographical community to extend solutions beyond a local level response and
give due consideration to national and global responses to managing the issue.
Select sources of information that make clear the global issue and encourage learners
to present these to display their understanding of the issue. This final stage of the
enquiry provides an opportunity to assess each stage of the enquiry and display
understanding of the issue. This could be done in a variety of ways including a
summative poster presentation, digital presentation, written report, video
presentation that essentially tells the story of the issue from beginning to end and
provides the learners with a concrete case study resource.
Content of this document collated from various documents produced by the Scottish
Qualifications Authority (SQA) – http://www.sqa.org.uk
Information available for use for educational purposes free of charge.