GA Conference, Guildford, March 2008
The New Sixth-Form Geography
Viv Pointon
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The role of the sixth-form
Prepare students for university Prepare students for work
The sixth-form is a bridge…
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Changes…
September 2008: New AS courses 14-19 Diplomas Cambridge Pre-U
September 2009: New A2 courses New GCSEs
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Reasons for A level change
Reduction in exam time Reduction from six to four
assessment units Removal of coursework Stretch and challenge Differentiation
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Consequences of A level change
Less and different content No coursework per se but… Questions on fieldwork Fewer modules New A* grade
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The new A levels: content
Hazards Climate change Meteorology Rivers & coasts Hot & cold
environments Some ecology
Urban studies Globalisation Development Population &
migration
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The new A levels: content
Newer themes: Conflict Inequality Food supply Health Energy Pollution
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The new A levels: schools’ perspective
Familiar topics can recycle old notes and handouts schemes of work can be tweaked
Some refreshingly new ideas opportunity to update materials can introduce new topics
Wide choice of specification from rather traditional to radically new
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Content continuum
traditional innovative
OCR AQA EdexcelCCEA WJEC
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Comparison of content: The development gap
CCEA AS: Students should be able to identify and explain regional contrasts in development (with) one case study at the national scale which demonstrates distinct regional variations in development. [in AS human geography unit]
OCR A2: To what extent is the development gap increasing or decreasing? [in option on development and inequalities] Recommends study of countries at different stages on the development continuum.
WJEC A2: What is the development gap? What hinders the closing of the development gap? What types of strategies exist for reducing the development gap and how effective are these strategies? [in option on development]
AQA A2: The concept of the North/South divide, and its relationship to the development continuum. [in option on development and globalisation]
Edexcel A2: Whole topic on ‘Bridging the development gap’ – causes, consequences, and reduction.
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The new A levels: HE perspective
In physical geography: will find little new learning possibly less basic geomorphology and
scientific analysis In human geography:
will find aspects of cultural turn greater awareness of issues better preparation
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The new A levels: assessment
Some very traditional styles and some new approaches
Issues analysis or DME papers No coursework but fieldwork required
(by QCA) at both AS and A2 Fieldwork questions are likely to be
predictable and answers learned Limited research opportunities
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The new A levels: assessment
AQA CCE EDX OCR WJE
Compulsory AS questions some most some none all
Compulsory A2 questions some some some none some
Multiple choice x x x x
Data response questions
Short mark questions (1 or 2 marks) few x
Longer mark questions (c. 10 marks)
Decision-making or issue analysis x
Individual research – field based
Individual research – secondary data x opt. x
Number of essays (30 minutes or more) 1 dme 2+ 4 4
Pre-release information x x
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Assessment continuum
straight-forward challenging
OCR AQA Edexcel
CCEA WJEC
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The new A levels: assessment
Schools’ perspective: continuing or greater teaching to the
exam questions may require narrower range of skills
HE perspective: students may be less prepared for
independent learning fewer research skills less understanding of referencing
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Comparison of assessment: coasts
With reference to one or more named examples, explain how management schemes in coastal areas can provide protection from coastal processes. (9) OCR AS
With reference to one or more case studies of coastal management, discuss whether the benefits outweigh the costs. (15) AQA AS
Using names examples, examine the environmental costs of coastal development such as those shown in Florida. (10) Edexcel AS
With reference to named examples, explain the ways in which human activities might lead to conflicts in coastal areas, and examine what is being done to reduce such conflicts. (25) OCR AS
With reference to a regional case study, describe the nature of the hard and soft engineering strategies used to protect coastal areas and evaluate the impact of these strategies on the human and physical environment. (15) CCEA A2
Use examples to assess the success of strategies used to manage the impact of human activity on the coastal environment. (25) WJEC A2
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Decision-making and issues analysis
Four ABs include DMEs or issues analysis assessment
Three ABs base this upon pre-released data CCEA: DME with 30 minutes reading time in exam WJEC: DME resource folder released c. 6 weeks
before exam AQA: Issue Evaluation advance information
released 2½ months before exam + more in exam Edexcel: Issue Analysis advanced information
released 4 weeks before exam + more in exam OCR: No DME or similar - simple resource-based
skills questions in exam
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Fieldwork & skills assessment There are predictable questions in all:
aims & hypotheses data collection methods sampling methods data presentation techniques data analysis techniques
Edexcel, OCR & WJEC probably require less – could get away with two days
AQA & CCEA most solidly examined in both AS & A2 but could get away with one good week of fieldwork
OCR is most basic: fieldwork only really needed for A2 Edexcel may be most challenging: 90-minute question
based upon own research AQA & CCEA are most thorough in testing skills CCEA requires submission of field report & data table
with exam
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A level: stretch and challenge
A* will differentiate top candidates Summer 2007:
Edexcel A 33.1% OCR A 29.8% AQA B 29.6% AQA A 28.6% WJEC 27.2% CCEA 26.0% Edexcel B 22.8%
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A level: stretch and challenge
AQA, Edexcel, and CCEA address this in discrete sections in their specifications
WJEC refers to its demands in five separate places OCR has one reference but flags up opportunities in
its support material. CCEA: “This will be achieved by:
using a variety of command words, for example analyse, evaluate, discuss, compare, to elicit a full range of response types
the use of case studies the use of open-ended questions the use of resource materials”
AQA add: “connectivity between sections of questions” and “extended writing”
Edexcel add: “development of synoptic assessment to include a research component”
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A level: stretch and challenge
OCR: say that Unit Content “gives a minimum list of topics/concepts that can be expected to be studied in the time available. These topics/concepts are not exclusive and centres are encouraged to go beyond this minimum to enable candidates to better meet the needs of ‘stretch and challenge’.”
WJEC say: In A2 “the decision-making/problem-solving/issues-evaluation exercises require candidates to draw together relevant knowledge, understanding and skills of the specification to tackle a decision, problem or issue that is new to them. The final question will provide ‘stretch and challenge’.”
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Alternatives to AS/A level
International Baccalaureate Cambridge Pre-U Diploma Welsh Bacc 14-19 Diplomas GNVQs, etc.
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International Baccalaureate
“a challenging two-year curriculum”
Compulsory elements
Geography is one of nine subjects in Group 3
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Cambridge Pre-U Intended to be more
academically rigorous Linear course Geography is one of 22
subjects Candidates choose three
principal subjects Parallel course on Global
Perspectives used to deliver thinking skills and research skills
Independent research report completes Diploma
Working towards full QCA accreditation
Cambridge
Pre-U
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Pre-U Geography
Can be taken as a stand-alone certificate Geographical Issues (40%)
hydrological and tectonic hazards, weather crime, spatial inequality, health & disease
Global Environments (20%) arid & semi-arid, glacial & periglacial, coastal tropical, temperate, atmospheric
Global Themes (20%) migration & urban change, trade, aid & debt, work food, tourism, energy & mineral resources
Research Topic (20%) one of three prescribed topics
Cambridge
Pre-U
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Welsh Baccalaureate Consists of three parts: The Core - consisting of four components:
Key Skills Wales, Europe and the World Work-related Education Personal and Social Education.
Options selected from existing courses or programmes – GCSE, VGCSE, AS/A levels, AVCE, NVQ, or BTEC
An individual investigation Offered at Advanced,
Intermediate and Foundation levels
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14-19 Diplomas
From September 2008: Information
Technology Society, Health &
Development Engineering Creative & Media Construction & the
Built Environment From September 2009:
Environmental & Land-Based Studies
Manufacturing & Product Design
Hair & Beauty Studies Business Administration
& Finance Hospitality
From September 2010: Travel & Tourism Public Services Sport & Leisure Retail
From September 2011: Humanities Languages Science
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14-19 Diplomas
General geography content: Sustainability Resource use Environmental impact
Environmental and Land-Based Studies (2009)
Travel and Tourism (2010) Humanities (2011) Science (2011)
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Bridging the gorge…
Sixth-form HE
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Building the bridge…
Schools/colleges’ priority is to get students through sixth-form successfully
HE wants well-prepared students but must recognise constraints on teachers
Teachers want up-to-date material but rely on HE to supply this
Teachers must recognise constraints on HE re research priorities
BUT need to communicate more as both rely on each other
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Two-way transport is needed…
Develop & use local GA branches
Visit each other Get HE students into
schools & A level candidates into universities
Set up training days for teachers & for lecturers
Publish accessible material
Work with awarding bodies
Research best practice
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…but it is not an unbridgeable divide…