GCSE (9-1) Geography Ass

Eduqas is the new brand from WJEC, offering Ofqual reformed GCSE, AS and A level qualifications for first teaching from 2016 WJEC Eduqas Geography qualifications are available to teachers in England, Northern Ireland, Isle of Man and the Channel Islands Eduqas enables teachers to distinguish between WJEC’s current specifications and Ofqual reformed specifications Introducing Eduqas

Why choose Eduqas? Access to subject experts by phone or . Stable and experienced examining teams. Content that is contemporary. The Eduqas model of fieldwork has been developed to ensure that learners are fully involved in the enquiry process – to help develop thinking, critical geographers.

Two different qualifications, each with a distinctive enquiry approach

What’s changed? New grading system (9-1) means more stretch and challenge Non-tiered papers No controlled assessment – fieldwork assessed by examination only Fieldwork is only worth 15% New assessment objectives and new weightings. The new wording for AO3 (application) in particular, may have implications for how you teach

Geography A summary of assessment Component 1Component 2Component 3 35% 84 marks (plus 4 assessing SPaG) 35% 84 marks (plus 4 assessing SPaG) 30% 72 marks of which 36 assess fieldwork (plus 4 assessing SPaG) One hour 30 minutes One hour 15 minutes Two core questions: Landscapes and physical processes Rural-urban links Two core questions: Weather, climate ecosystems Economic development issues Three compulsory questions : 1.first fieldwork enquiry 2.second fieldwork enquiry 3.the UK dimension One Option from: Tourism Hazardous landscapes One Option from: Social development issues Environmental challenges

Why choose Geography A? Optional routes through the content allow teachers to specialise Contemporary content that includes geographical issues such as migration, the impacts of mass tourism, gender inequality and mitigating risk in tectonic zones An enquiry approach to fieldwork that engages learners and gives teachers optimum flexibility of design Clear and concise guidance for each enquiry question through the depth of study statements depth of study statements

Geography B summary of assessment Component 1Component 2Component 3 40% 96 marks (plus 4 assessing SPaG) 30% 72 marks (plus 4 assessing SPaG) 30% 72 marks of which 36 assess fieldwork (plus 4 assessing SPaG) One hour 45 minutesOne hour 30 minutesOne hour 15 minutes Three compulsory questions. One question on each Theme: A problem solving paper in the tradition of Avery Hill style examinations Three compulsory questions : 1.first fieldwork enquiry 2.second fieldwork enquiry 3.the UK dimension The Themes: Theme 1: Changing Places – Changing Economies Theme 2: Changing Environments Theme 3: Environmental Challenges

Why choose Geography B? Contemporary content that includes geographical issues such as river and coastal management / how globalisation impacts on our daily life A problem solving paper that encourages learners to think geographically Clear and concise guidance for each enquiry question through the depth of study statements depth of study statements The opportunity to explore values and attitudes An enquiry approach to fieldwork that engages learners and gives teachers optimum flexibility of design

Why choose Geography A & B? Clear unambiguous Depth of Study Statements: What are the causes and consequences of uneven development? The reasons MNCs have for locating in countries at different levels of development, include the UK and one LIC or one NIC. * the advantages and disadvantages of the development of global MNCs, for the MNC itself * the consequences for the host country to include economic, social and environmental impacts consequences What are the causes, impacts and responses to two contrasting extreme weather events? A detailed study of two contrasting extreme weather events located outside of the UK. One event must relate to a dominant long-lasting high pressure system. One event must relate to an intense low pressure system. For each event, coverage must include: causes / impacts on different groups of people / responses to the event.

The applied fieldwork enquiry A common paper across both specifications, with two guiding principles for Eduqas Geography fieldwork: 1.Learners should be actively involved in planning the enquiry process – posing questions, selecting samples etc. E.g. how could I use my smartphone apps in collecting data? Where should I collect data? What kind of fieldwork report should I write? 2.A conceptual approach encourages learners to relate their understanding of the unique features of their field study site to their wider geographical understanding. E.g. What have I learned here that could apply elsewhere in the UK?

Full fieldwork enquiry or a series of tasks?fieldwork enquiry Question Plan Observe Collect Record Represent Analyse ApplyReview Many CATs focus on this. Learners seldom reflect on the whole process fully.

AFieldwork methodologiesFieldwork methodologies 1.Use of transects – e.g. quality of life across an urban area, flow and deposition across a river channel 2.Change over time – e.g. changing patterns of retailing, changing coastal management 3.Qualitative surveys – e.g. environmental quality of urban areas, the value of coastal landscapes 4.Geographical flows – e.g. commuter movements, river discharge changes downstream Different focus for each exam cycle: Publicised at least two years in advance of examination

Place – e.g. characteristics of coastal landforms in two locations Sphere of influence – e.g. sphere of influence of a large urban area and its impact on its hinterland Cycles and flows – e.g. migration survey, seasonal change in an ecosystem Mitigating risk – e.g. flood risk, local responses to climate change Sustainability – e.g. how far a settlement meets the requirements of Egan’s wheel, quality of urban environments in meeting people’s needs Inequality – e.g. quality of urban environment, comparing access to services in urban and rural areas BConceptual frameworksConceptual frameworks Also changed over different cycles, with at least 2 years advance notice

What’s next? June WJEC is currently in dialogue with the regulator about both draft Eduqas specifications. Any required amendments are being made July WJEC present a number of ‘launch’ events as well as attending CPD events organised by other bodies such as the GA Aug The regulators will be considering the amendments we have made. Autumn We would hope to gain accreditation for the new specifications in this period. We will update teachers on the progress of our qualifications on the Eduqas website. Nov WJEC present a number of ‘preparing to teach’ events across England

Visit our website to access qualification information and download key documents. eduqas.co.uk/geography Free Eduqas digital resources to support the teaching and learning of a broad range of subjects. resources.eduqas.co.uk Resources for Teachers

Training Events Eduqas specifications submitted to Ofqual – 1 st draft Half day events: 2 nd July 2015 – ExeterGCSE (am)GCE (pm) 6 th July 2015 – Leeds GCSE (am)GCE (pm) (GCSE am -limited space) 7 th July 2015 – DerbyGCSE (am)GCE (pm) 9 th July 2015 – LondonGCSE (am)GCE (pm) (GCSE am - full)

Training Events Preparing to teach the new Eduqas Geography GCSE Full day events: 5 th November – Exeter 10 th November – Manchester 11 th November – Nottingham 12 th November – Birmingham 16 th November – Winchester 17 th November – London 18 th November – York

Any questions? Contact GCSE Geography Subject Officer: Andrew Owen Follow on Visit the website: