1. Session 2: The Next Steps: Assessment
TAG DAEARYDDIAETH |
GCE GEOGRAPHY
Session 2: The Next Steps:
Assessment
The Specialised Concepts

2. SYNOPTICITY
New course challenge
physical
human

3. Why doesn’t it say ‘synoptic’ anywhere?
SYNOPTICITY
Why doesn’t it say ‘synoptic’ anywhere?

4. SYNOPTICITY PHYSICAL GEOGRAPHY HUMAN GEOGRAPHY
These concepts are shown below:
SYNOPTICITY
Common (synoptic) concepts:
Place
Scale
Systems and feedback
Risk, resilience and thresholds
Inequality, identity and representation
Mitigation and adaptation
Interdependence
Sustainability
Causality
PHYSICAL GEOGRAPHY
HUMAN GEOGRAPHY
Synoptic framework
The subject content in C3 has been designed with synopticity in mind. Each topic includes sub-themes devoted to the interaction between people and the environment. Opportunities for synoptic study include:
tectonic hazards
ecosystem management
the growth of Asian superpowers
energy challenges
the influence of weather and climate
economic development in an African context
Additionally, both the common core topics and optional topics become linked through the applied understanding of key geographical concepts. These concepts underpin the study of both physical geography and human geography. They provide unity for the study of geography as a whole. Their relevance for study is outlined in the rationale for each topic in order to help candidates gain a better understanding of what ‘thinking like a geographer’ means .
Knowledge of these concepts will not be directly assessed. However, an ability to demonstrate some understanding of their importance will generally be credited in extended writing (under assessment objective AO2). For instance, the applied concepts of sustainability and resilience can help us to explore future possibilities for either a physical system or an urban settlement under pressure.
The concept of scale is especially important. In human geography, a candidate could use the concept of scale to provide a structured assessment of how globalisation has affected migration flows (because local urbanisation movements and international movements can both be addressed). In physical geography, a candidate could use the concept of scale to provide a structured assessment of how glaciation has modified a landscape (because there are both highly localised and larger-scale regional modifications to consider).
These concepts are shown below:
Common (synoptic) concepts:
Environments and places at varying scales
Systems, feedback and equilibrium
Risk, resilience and thresholds
Inequality, identity and representation
Mitigation and adaptation
Interdependence
Sustainability
Causality
   
Human Geography Physical Geography
Over-arching concepts help students make geographical connections between very different content areas: ‘thinking like a geographer’

5. SYNOPTICITY AS and A level specifications must enable students to:
Department for Education GCE geography 2016
AS and A level specifications must enable students to:
• recognise and be able to analyse the complexity of people-environment interactions at all geographical scales, and appreciate how these underpin understanding of some of the key issues facing the world today
• develop their understanding of, and ability to apply, the concepts of place, space, scale and environment, that underpin both the national curriculum and GCSE, including developing a more nuanced understanding of these concepts
• gain understanding of specialised concepts relevant to the core and non-core content. These must include the concepts of causality, systems, equilibrium,
feedback, inequality, representation, identity, globalisation, interdependence, mitigation and adaptation, sustainability, risk, resilience and thresholds

6. SYNOPTICITY
Assess the effectiveness of ONE regional development policy.
CONCEPT OF RESILIENCE
Assess the impact of storm events of ONE type of coastal ecosystem.

7. SYNOPTICITY Gradualism Accumulated effect of repeated small events
Examine how migration processes can bring changes to rural places.
CONCEPTS OF SCALE, CAUSALITY, THRESHOLD
Examine how fluvio-glacial processes can modify the landscape.
Gradualism Accumulated effect of repeated small events
Catastrophism How extreme events help to shape environments

8. SYNOPTICITY CONCEPT OF INTERDEPENDENCE
‘Modern seabed mapping systems such as multibeam side-scan sonar and high-definition seismic profilers, used in conjunction with satellite navigation equipment, permit submarine cables to be installed with unprecedented precision. Thus, hazardous zones and ecologically sensitive locations, such as volcanic areas and cold-water coral communities, can be avoided.’
Convention for the Protection of Submarine Cables (1884)
Marine protected areas
Shark attack! May be encouraged by electro magnetic fields from a suspended cable ‘strumming’ in currents
Varying market potential of different regions

9. SYNOPTICITY interdependence ARCTIC DISARRAY
The US government is now restricting US companies’ ability to work on Russia’s Arctic, deep water and shale projects – directly threatening an existing ExxonMobil project in the Kara Sea

10. Utilising higher-level geographic concepts
SYNOPTICITY
CONCEPT OF THRESHOLD
Utilising higher-level geographic concepts

11. Utilising higher-level geographic concepts
SYNOPTICITY
CONCEPT OF FEEDBACK
Utilising higher-level geographic concepts

12. Look for evidence of tipping points e.g. Carlton
SYNOPTICITY
CONCEPT OF FEEDBACK
Look for evidence of tipping points e.g. Carlton

13. SYNOPTICITY CONCEPT OF SCALE
What contribution does a 3-day festival make to the surrounding rural economy?
How far away are the trickle-down effects of this ‘temporary diversification’ felt?
Are they positive or negative?
What are the longer-term changes to places?
What effect do catastrophic events such as tsunamis have on beach processes, profiles and landforms?
How important are catastrophic events in comparison with the gradual everyday erosion, transport and deposition processes which shape landscapes and places?

14. Session 2: The Next Steps: Assessment
TAG DAEARYDDIAETH |
GCE GEOGRAPHY
Session 2: The Next Steps:
Assessment
The Synoptic Assessment

15. Unit 3 Synoptic Question

16. Unit 3 Synoptic Question

20. Session 2: The Next Steps: Assessment
TAG DAEARYDDIAETH |
GCE GEOGRAPHY
Session 2: The Next Steps:
Assessment
Generate your own questions

21. Key changes to assessment:
Contains five units, one of which is non-examined assessment (NEA).
Contains explicit reference to the assessment objectives
Contains explicit reference to specialist overarching geography concepts
Requires more ‘stretch and challenge’ so some larger tariff questions.
Physical geography focus on process and landform rather than human interaction
HE has been influential in making human geography more contemporary
Simon – please change this, something recycled from last year’s CPD….

22. How can I create my own questions?
Each examination question is formulated in the
same way. For example, from the SAMs…
‘Describe the demographic and economic impacts of the eruption of one volcano.’ (10)
SAM

23. Each question must relate to a particular aspect of the specification.
Describe the demographic and economic impacts of the eruption of one volcano. (10)
Each question must relate to a particular aspect of the specification.
Specification reference: Tectonic Hazards 1.3.2

24. How are the command words chosen?
Describe the demographic and economic impacts of the eruption of one volcano. (10)
How are the command words chosen?
All examination papers must assess the students ability to:
AO1 Demonstrate knowledge and understanding
AO2 Apply knowledge and understanding to different contexts
AO3 Use a variety of relevant quantitative and qualitative fieldwork techniques
Full definitions of all command words can be found on pages 7-9 of the Guidance for Teaching document.

25. Describe the demographic and economic impacts of the eruption of one volcano. (10)
The mark scheme is created to show indicative content and give marking guidance.

26. Describe the demographic and economic impacts of the eruption of one volcano. (10)
Banding information is included for questions with a tariff higher than 5.

27. Describe the demographic and economic impacts of the eruption of one volcano. (10)
Using the mark scheme decide on the most appropriate marks for the sample answer.

28. Create the question to fit this mark scheme…
Create the question to fit this mark scheme…..(from an Eduqas SAM question)

29. Create the mark scheme to fit this question…..
Describe two ways in which coastal sediment is transported. [6] OR
Outline two processes of glacial erosion. [6]

30. Useful points to remember:
Individual questions can examine more than one AO e.g.
‘Evaluate why some places are popular destinations for international migration flows.’ [20]
Total marks given for particular sections of the examination paper will remain constant but the tariff of individual questions may vary.

31. Generate your own questions

32. Generate your own questions

33. Generate your own questions

34. Generate your own questions