WJEC Eduqas GCSE (9-1) Geography A Preparing for Component 3 Andy Owen

Our aims Quality fieldwork experiences that engage learners in the whole enquiry process and that are embedded in learning For all students to move towards independent work while being supported in a framework For students to relate the unique experiences of fieldwork to their wider geographical understanding – this will be assessed in Part C

Key pages of the specification page An overview of the component21 Six stages of the enquiry process22 Mathematical and statistical skills30-31 Methodological approaches24 Conceptual approaches25-26 The fieldwork statement28

pose questions collect data process & present data apply wider understanding draw conclusions evaluate the process The six stages of the enquiry process See page 22

Templates will be available shortly Key tasks: Audit opportunities for fieldwork in the specification Embed opportunities into the Programme of Study Audit the mathematical and statistical skills

What will we assess? The paper is one hour 30 minutes The first 36 marks assess fieldwork The final 36 marks assess the application of understanding of the geographical concept to a wider UK context There is a separate resource booklet for Part C Part A Methodology 18 marks Own fieldwork Novel contexts Part B Concepts 18 marks Own fieldwork Novel contexts Part C Application to broader UK context 36 marks Mini DME What does the paper look like?

There is an expectation that learners should experience both human and physical fieldwork. For example, if one fieldwork were to focus on the physical processes of a river or coastline then the other fieldwork experience should investigate human geography set in an urban or rural context. Ideally fieldwork will investigate the interaction between human and physical geography. How should coastal communities on the North Norfolk coastline be protected from sea level rise? What are the positive and negative impacts of tourism on the economy and environment of Castleton in Derbyshire? Which land uses in Shrewsbury are most vulnerable to river flooding? Two contrasting environments?

The requirement is that learners experience two fieldwork experiences in contrasting environments. Amount of time is not regulated or specified. There are various models: 1.One day of fieldwork in which the set methodology is used in the morning and the set concept is investigated in the afternoon. 2.Two separate days of fieldwork with a gap of a few weeks between the two trips. 3.A residential fieldtrip of two or more days. Do I have to offer two days of fieldwork?

Time for planning and preparation prior to the fieldwork – virtual fieldwork using Google Street View or use of school grounds? Time for the consolidation phase – use of homework? There are no longer any controls. Should students write-up their enquiry for exam preparation? Some form of written outcome seems essential. Opportunities for skills development in designing, presenting, analysing, reflecting and evaluating and learning new mathematical techniques Implications for teaching ?

Closed taskFramed enquiryIndependent enquiry Questions A task is presented. Questions are not explicit. Enquiry questions are selected by teacher but are explicit. Students decide enquiry questions, framed by teacher input. Data Decisions about fieldwork procedure are made by teachers. Data is presented as authoritative evidence. Decisions about fieldwork procedure are made largely by teachers. Data is presented as information to be interpreted. Students are involved in key decisions about fieldwork procedure and data sources. Making sense Activities devised by teacher to achieve pre- determined objectives. Students follow instructions. Methods of representation are open to discussion and choice. Analysis is independent. Students independently analyse evidence and make decisions / reach conclusions. Reflection Predictable outcomes.Students discuss what they have learnt; different outcomes. Students consider the validity of evidence / reliability of data and methods. Progression from GCSE to A level Based on an idea by Margaret Roberts

Summary of the WJEC Eduqas approach Eduqas specifies two approaches: A focus on one fieldwork methodology A focus on one geographical concept Teachers are free to choose: Location: e.g. two separate days in different environments? or two days in a single location that offers contrasts e.g. Swanage, Peak District, Manchester. A topic or focus for enquiry. E.g. rural tourism? Rivers? Urban environments? A question for investigation. Teachers must ensure that they conduct the two enquiries in contrasting environments

The focus for the methodology will be transects. At least one task must use a transect – although other methodologies may also be used. The conceptual framework will be spheres of influence. At least one task must investigate this concept. What approaches are in the first cycle? Your task: Design two enquiries, one in your favourite physical context, the other in your favourite human context. 1 Can you design tasks that use transects in both? 2 Could you design both tasks to investigate spheres of influence? 3 Could you easily adapt your physical task to use the other methodologies?

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