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Paper 1 · ~30 hours · your vote

Option ?

Standard Level studies two of the seven geographic themes. Option E is fixed. The second one is yours to choose — six candidates, thirty hours of Year 2, and half your Paper 1 marks.

Cast your vote
Open the ballot → Google Form · opens in a new tab

Read the six candidates below before you submit. You are choosing about thirty hours of Year 2 and half of your Paper 1 marks.

How the vote works

Six themes are on the ballot. Whichever wins is taught for seven weeks in Year 2 Semester 1 and three more in Semester 2, and it becomes one of your two Paper 1 themes alongside Leisure, Tourism and Sport. Every one of them is equally examinable and equally demanding — there is no easy option here. Vote for the geography you want to spend a year inside.

Option E · already decided

Leisure, Tourism & Sport

Your first theme, fixed. Starts in the last five weeks of Year 1. See the unit page — it is not on the ballot.

Option ? · you decide

One of the six below

Read all six before you vote. The trade-offs matter more than the titles.

§ 01

On the ballot

Option A

Freshwater — Drainage Basins

Rivers as systems: where the water goes, what it does to the land on the way, and who gets to use it.

  1. Drainage basin hydrology and geomorphology — how water moves through a basin, and the landforms rivers build and destroy.
  2. Flooding and flood mitigation — why floods happen, hydrographs, and whether engineering or planning works better.
  3. Water scarcity and water quality — competing demands, pollution, and aquifers being drawn down faster than they refill.
  4. Water management futures — governance, dams, and conflict over rivers that cross borders.

The draw. Genuinely local fieldwork. Central Florida is springs, wetlands, aquifer and drainage, all within reach.

The trade-off. The hydrology is the most technical content in any option — hydrographs and discharge calculations included.

Option B

Oceans and Coastal Margins

The ocean as the engine of the climate system, and the crowded, eroding, contested edge where it meets land.

  1. Ocean–atmosphere interactions — currents, energy transfer, El Niño, and the ocean's role in global climate.
  2. Interactions between oceans and coastal places — coastal processes, landforms, ecosystems and the people living on them.
  3. Managing coastal margins — erosion, pollution, overfishing, and the case for and against defending a coastline.
  4. Ocean management futures — plastics, international waters, and competing national claims to the seabed.

The draw. Florida is a peninsula. Sea level rise, hurricane surge and beach management are local news here, not abstractions.

The trade-off. Splits your attention between physical oceanography and coastal management — two quite different kinds of study.

Option C

Extreme Environments

Places with almost no margin for error: deserts, high mountains and the cold periglacial world.

  1. The characteristics of extreme environments — hot arid, semi-arid, cold and high-altitude places, and where they are.
  2. Physical processes and landscapes — glacial and periglacial processes, weathering, and arid landform development.
  3. Opportunities and challenges for human activity — from indigenous land use to mining, energy and tourism.
  4. Futures — degradation, climate pressure, and whether activity in these places can be sustained at all.

The draw. The most physical geography you would do in two years. Balances a core that is otherwise heavily human.

The trade-off. Nothing local. Every case study is somewhere you will only ever see in photographs and data.

Option D

Geophysical Hazards

Earthquakes, volcanoes, landslides and tsunamis — and why the same size event kills six people in one country and sixty thousand in another.

  1. Geophysical systems — plate tectonics, and the processes behind earthquakes, volcanic eruptions and mass movement.
  2. Hazard risks and vulnerability — exposure, poverty, building quality, and why risk is unevenly distributed.
  3. Hazard risk assessment and response — prediction, preparedness, warning systems, relief and reconstruction.
  4. Resilience and adaptation — planning, building codes, and the hard limits of forecasting.

The draw. The clearest link in the course between physical process and human consequence. Vivid, current case studies.

The trade-off. Florida has essentially no tectonic hazard, so every case is distant. Hurricanes are not on this syllabus.

Option F

Food and Health

Who eats well, who gets sick, and the systems that decide both. Hunger and obesity as two outputs of the same food system.

  1. Measuring food and health — indicators of nutrition, life expectancy and disease burden, and their limits.
  2. Food systems and the spread of disease — agricultural systems, global trade, and how disease diffuses through connected places.
  3. Stakeholders in food and health — governments, corporations, NGOs, and who actually sets the agenda.
  4. Future health and food security — ageing populations, drug resistance, and strategies for feeding more people.

The draw. Connects hard to the core. Population, resource consumption and climate all reappear here with the stakes made personal.

The trade-off. The most data-heavy option: a lot of indicators, indices and statistics to hold accurately.

Option G

Urban Environments

Cities as systems: why they grow where they do, how they sort people by neighbourhood, and what breaks when they get too big.

  1. The variety of urban environments — how and why urban places differ in form, function and character.
  2. Changing urban systems — urbanisation, suburbanisation, counter-urbanisation and re-urbanisation, and the land use patterns they produce.
  3. Urban environmental and social stresses — congestion, air and water quality, waste, informal settlement, segregation and inequality.
  4. Building sustainable urban systems — resilience, eco-city thinking, and honest evaluation of sustainability strategies.

The draw. Orlando is one of the fastest-growing urban regions in the country. Much of this is observable from a car window.

The trade-off. Heavily human geography, stacked on a core that is already mostly human. Little landform or physical process.

Sub-topic wording on this page is a plain-English summary of each theme written for this class, not the official syllabus text.

§ 02

Questions worth asking before you vote

Not “which sounds easiest”. These are the ones that will actually matter to you in April 2028.

Physical or human?

The core is population, climate and resources — mostly human. Do you want the second option to reinforce that or counterweight it?

How do you learn a place?

By standing in it, or by reading the data on it? Some of these themes are on our doorstep. Others you will only ever see in photographs.

Which argument do you want?

Every theme ends in a 10-mark evaluation. Look at the fourth sub-topic on each card — that is the argument you will be making.

Where does it overlap the core?

Overlap saves you work and strengthens both papers. Food and health, freshwater and urban all touch core content directly.

Numbers or processes?

Some themes lean on indicators and statistics; others on diagrams of physical process. Both are learnable. Pick the one you would rather revise.

Would you read about it anyway?

Two years is a long time. Genuine interest beats strategy every time on a theme this size.

§ 03

What happens once you have voted

ChangesHow
This pageBecomes the full unit page: sub-topics, key terms, resources and case studies.
Case StudiesThree or four cases for the winning theme, built to the same ten-part record as Iran.
Exam practicePaper 1 extended-response practice switches to the winning theme's questions.
GlossaryGains a key-term section for the winning theme.
Course MapThe two bands marked ? get a name and a colour.
Year 1Nothing at all. The second option does not start until Year 2.