WJEC Spec B - EXAM FEEDBACK Lessons learned from UNITS 1 & 2a

ASSESSMENT OBJECTIVE 1 KNOWLEDGE & UNDERSTANDING Principal Examiners are impressed by candidates knowledge and understanding across the 3 themes – with some excellent use of examples in: Theme 1 The impact of rural to urban migration Theme 2 World-wide response to the drought hazard Theme 3 The reasons for foreign aid programmes Across all papers there were candidates who used appropriate terminology accurately.

WHAT DIDN’T GO SO WELL? Knowledge is more sketchy in other areas of each theme. For example: Theme 1 – some Foundation tier candidates struggled to suggest ways that rural to urban migration might affect those people continuing to live in rural areas. Theme 2 – how, at a local level, rivers are managed to reduce the flood hazard. Theme 3 – why informal work is a significant feature of the economy in NICs.

ASSESSMENT OBJECTIVE 1 A grade Candidates recall, select and communicate detailed knowledge and thorough understanding of places, environments, concepts and locations at a range of scales. They use geographical terminology accurately and appropriately. C grade Candidates recall, select and communicate knowledge and understanding of places, environments, concepts and locations across different scales. They use geographical terminology appropriately. F grade Candidates recall, select and communicate knowledge and some limited aspects of understanding about places, environments and concepts at more than one scale. They communicate their ideas using everyday language.

Being able to name a Case Study is never enough!

How should a candidate demonstrate AO1 of a place / an event?

DISCUSSION POINT 1 How do we encourage students to move beyond just naming their example? 1.Discuss Candidate response 3 and 4. What has been done well? What could be improved? 2.Create a simple 4 level mark scheme that just assesses AO1 for this question (see next slide).

ASSESSMENT OBJECTIVE 1 A grade Candidates recall, select and communicate detailed knowledge and thorough understanding of places, environments, concepts and locations at a range of scales. They use geographical terminology accurately and appropriately. C grade Candidates recall, select and communicate knowledge and understanding of places, environments, concepts and locations across different scales. They use geographical terminology appropriately. F grade Candidates recall, select and communicate knowledge and some limited aspects of understanding about places, environments and concepts at more than one scale. They communicate their ideas using everyday language.

While we are thinking about Mali, should we tell candidate 3 that Africa is not a country!

Botswana is one of the top 13 achievers in the world when it comes to sustained economic growth. It has been democratic and peaceful since its independence. It is an African country. Mali is a large, landlocked country, two thirds of which is desert. Despite exporting cotton and other resources, the country is one of the world's poorest, with as many as 4.9 million people lacking safe water. It is an African country. SOURCE

DISCUSSION POINT 2 countryCell phones Per 100 people GNI per capita ppp Access to improved water % Botswana? Congo DR23?45 / 55 / 65 Mali Kenya / 59 /69 Malawi15 / 25 / South Africa106 / 116 / ?

countryCell phones Per 100 people GNI per capita ppp Access to improved water % Botswana Congo DR Mali Kenya Malawi South Africa DID YOU GET IT RIGHT?

AO1 with respect to COUNTRIES AT DIFFERENT LEVELS OF DEVELOPMENT  A comparative investigation of recent changes in employment structures of countries at two contrasting stages of development.  A case study of an MNC and why it locates in countries at different stages of development. Examples from Theme The specification requires that candidates have an appreciation of the notion that ‘countries are at different levels of development’.

MEDC? / LEDC? / NIC? / BRICM? agreedisagree 1It’s best to study two countries at very different stages of development. 2I study migration patterns in Brazil for Theme 1 and the Amazon rainforest in Theme 2 (ecosystem). It makes sense for me to use Brazil as an example of an NIC Theme 3. 3I need the students to learn the terms LEDC and MEDC. 4The Brandt line is still relevant. 5The new reformed specification should list specific countries for me to study. DISCUSSION POINT 3

Using the UN definitions

Least Developed Countries

Landlocked developing countries

Small Island Developing States (SIDs)

The usual suspects: Brazil Russia India China Mexico South Africa WHICH NIC SHOULD I TEACH?

ASSESSMENT OBJECTIVE 2 A grade They apply appropriate knowledge and understanding of a wide range of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They recognise and understand complex relationships between people and the environment, identifying and evaluating current problems and issues, and making perceptive and informed geographical decisions. They understand how these can contribute to a future that is sustainable. C grade They apply their knowledge and understanding of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They understand relationships between people and the environment, identifying and explaining different problems and issues and making geographical decisions that are supported by reasons, including sustainable approaches. F grade They apply their understanding of some simple physical and human processes and patterns in different contexts. They recognise simple relationships between people and the environment. They identify problems and issues and make decisions informed by simple reasons and evidence.

Applying knowledge of informal work to NICs In 2014 there was a knowledge (AO1) question about ‘informal work’ in Mexico. It was followed by an application question (AO2). Candidates were asked to explain why ‘informal work’ is a key feature of NICs. Responses from more successful candidates often referred to named countries / cities / specific jobs within their answer.

DISCUSSION POINT 4 How do we encourage students to apply their understanding of processes to unfamiliar contexts? 1.Discuss the answer from Candidates 1 & 2 What has been done well? What could be improved? 2.Create a simple 3 level mark scheme that just assesses AO2 for this question see next slide.

ASSESSMENT OBJECTIVE 2 A grade They apply appropriate knowledge and understanding of a wide range of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They recognise and understand complex relationships between people and the environment, identifying and evaluating current problems and issues, and making perceptive and informed geographical decisions. They understand how these can contribute to a future that is sustainable. C grade They apply their knowledge and understanding of geographical concepts, processes and patterns in a variety of both familiar and unfamiliar physical and human contexts. They understand relationships between people and the environment, identifying and explaining different problems and issues and making geographical decisions that are supported by reasons, including sustainable approaches. F grade They apply their understanding of some simple physical and human processes and patterns in different contexts. They recognise simple relationships between people and the environment. They identify problems and issues and make decisions informed by simple reasons and evidence.

RESOURCES FOR TEACHERS Supporting teaching and learning wjec.co.uk/geography Free subject specific resources available for all to download from our website resources.wjec.co.uk Free digital resources to support the teaching and learning of a broad range of subjects oer.wjec.co.uk Our free Online Exam Review allows teachers to analyse item level data, critically assess sample question papers and receive examiner feedback wjec.co.uk/shop A vast range of educational resources, specifications, past papers and mark schemes to support the teaching and learning of subjects offered by WJEC

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