1. Introducing content and assessment of WJEC Eduqas GCSE (9-1) Geography Andy Owen

2. Two different qualifications, each with a distinctive enquiry approach

3. 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 Two core questions: 1. Landscapes and Physical Processes 2. Rural-urban links Two core questions: 5. Weather, climate ecosystems 6. Development and Resource Issues Part A will assess approaches to fieldwork methodology. Part B will assess how fieldwork enquiry may be used to investigate geography's conceptual frameworks. Part C will assess the application of broad geographical concepts to a wider UK context One Option from: 3. Tectonic Landscapes and Hazards 4. Coastal Hazards and their Management One Option from: 7. Social Development Issues 8. Environmental Challenges

4. 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 minutes Three compulsory questions. One question on each Theme: A problem solving paper in the tradition of Avery Hill style examinations Part A will assess approaches to fieldwork methodology. Part B will assess how fieldwork enquiry may be used to investigate geography's conceptual frameworks. Part C will assess the application of broad geographical concepts to a wider UK context Theme 1, Changing Places - Changing Economies. Theme 2, Changing Environments. Theme 3, Environmental Challenges.

5. Similarities / differences Specification A 1.Optional routes 2.Decision making embedded in some extended questions Specification B 1.No optional routes 2.Decision making is a feature of Component 2 but is also embedded in extended writing SIMILARITIES 1.Use of items that only assess one Assessment Objective 2.Focus on concepts/enquiry rather than recall of case studies 3.Common fieldwork component – challenging learners to ‘think like a geographer’

6. New Assessment Objectives AORequirement weightingtariff AO1 Demonstrate knowledge of locations, places, processes, environments and different scales. 15%36 AO2 Demonstrate geographical understanding of: 2.1) concepts and how they are used in relation to places, environments and processes; 2.2) the inter-relationships between places, environments and processes. 25%60 AO3 Apply knowledge and understanding to interpret, analyse and evaluate geographical information and issues and to make judgements. 35%84 AO4 Select, adapt and use a variety of skills and techniques to investigate questions and issues and communicate findings. 25%60 Each item in the paper targets one AO

7. AO1 Geography B Component 1 Definitions assess AO1

8. Describe the location of one shanty town in one global city located in the economically developing world. [4] AO1 Geography A Component 1 What are the implications for the teaching of case studies? There are some AO1 questions with a 4 mark tariff

9. ‘Explain why’ questions are more likely to have a tariff of 6 AO2 This question assesses understanding of inter- relationships between process and the environment. This question assesses the concept of industrial location factors for TNCs. Geography A Component 1

10. What does the source tell me? What can I infer / guess? What does the source not tell me? What other / new questions do I need to ask? There may be parking problems and noise nuisance for local residents when there are events How often the stadium is used. Layers of inference - ascribing meaning The stadium is close to a residential area

11. Odd one out – mitigating risk

12. Odd one out – river processes

13. State what data could be collected about flows in each place. [2] AO3 Low tariff questions may ask students to ascribe meaning to a resource, such as a photograph Component 3

14. Suitable ways to target this AO with your own students might be to use the following openings when posing questions of your own: 1.Analyse the impacts on … 2.Weigh up the advantages / disadvantages of … 3.Discuss the points of view of … 4.What are the limitations of? 5.To what extent do you agree? 6.Which is the best option? 7.Justify your decision / choice. 8.What are the costs and benefits? 9.How might things change in the future? 10.What might be the consequence? 11.What ought to happen …? 12.Who should…? Less focus on learning facts related to case studies. More emphasis on -Analysis -Appraisal -Making decisions -Justifying them Implications for teaching and learning

15. All higher tariff questions (8 or more marks) assess AO3. Several 8 mark questions in both specifications require candidates to follow a decision making chain. Assessment Objective 3 Step 1 Interpret a resource Step 2 analyse some information Step 3 Synthesise or appraise the novel situation in light of their wider geographical understanding Step 4 Make a decision and justify it. Geography B Component 1

16. Most questions will require candidates to use a technique AO4 Geography B Component 1

17. A government expectation that mathematical processing will be more demanding Appendix A: Numeracy Component 3

18. Geography A Component 2 Students need to be aware of the limitations of presentation techniques

19. Some items will require calculation … and another example which assesses the students understanding of limitations Geography A Component 1

20. Content based on national Subject Content Two UK landscapes: Rivers and coasts Two global cities: One HIC and one NIC/LIC Two biomes: TRF (Geography A) plus one other Savanna (Geography B) plus one other Two extreme weather hazards: Cyclones and drought Fewer places for deeper understanding Urban-rural patterns and process Development/resource issues in two countries: one NIC, one LIC

21. Low Income Countries (LIC) LICs are defined by the World Bank using GNI. There are currently 31 LICs. The development gap is dynamic. Ghana and Bangladesh moved into the Lower Middle Income bracket in 2013. Least Developed Countries are defined by the UN using HDI

22. Newly Industrialised Countries (NIC) Middle income countries where pace of economic growth outstrips that of other developing countries. Characterised by: the relatively rapid growth of the manufacturing sector of the economy; rapid urban growth; strong trading relationships with other countries; and the operation of foreign owned multi-national companies (MNCs) within the country. Use one or more of the following NICs. If another is chosen, it should match the definition given above (e.g. Bangladesh). The following are listed in order of wealth (in 2015): Brazil, Turkey, Malaysia, Mexico, China, South Africa, Thailand, Indonesia, Philippines, Vietnam, India.

24. Global Cities Global Cities – also known as ‘World Cities’ Those cities which play an important role in the global economic system of finance and trade. As such, their existence is due to interdependence and globalisation that link the world together. The top 20 in 2012 were: London, New York City, Hong Kong, Paris, Singapore, Shanghai, Tokyo, Beijing, Sydney, Dubai, Chicago, Mumbai, Milan, Moscow, Sao Paulo, Frankfurt, Toronto, Los Angeles, Madrid, Mexico City. There are 14 UK cities in the top 200 list of global cities. In rank order these are: London, Manchester, Birmingham, Edinburgh, Bristol, Glasgow, Leeds, Belfast, Southampton, Newcastle, Liverpool, Cardiff, Aberdeen, Sheffield.

26. 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.ukresources.eduqas.co.uk Resources for Teachers Regional reps provide free support with potential for centre visits to new centres and consortia visits New text books published by Hodder are being written by experienced authors and examiners including Andy Leeder and Bob Digby Suggested programmes of study and other teacher resources are being written by experienced teachers

27. Any questions? Contact GCSE Geography Subject Officer: Andrew Owen andrew.owen@eduqas.co.uk Follow on Twitter: @eduqas Visit the website: www.eduqas.co.uk