1. Developing CA tasks: the basics Check the generic titles – select one for each task Refer to the associated key idea / enquiry question in the specRefer to the associated key idea / enquiry question in the spec

2. Spend some time carefully planning the title and task Formulate a contextualised title ie one that suits you and your students. Your title needs to be: –Focused / manageable within the time constraint –Open enough to allow student independence Send your proposal to Steve who will contact your CAA for support and advice!

3. Developing ideas.... for the Issue The starting point for devising a Decision Making Exercise A controversial (local) issue Specific staff expertise Strong links with a planning office / field study centre Exceptional stimulus material available

4. Developing ideas.... for the Issue A checklist for the DME (A) or Issue (B) Is Geography at the heart of the issue? Is the issue topical / current – is there a futures element? Is controversy at the heart of the issue? Can a range of specific viewpoints be identified? Is it important to set the DME at a different scale to the Enquiry ? Will the task arise naturally out of the teaching programme? Will the resources available be accessible to all students? Does the school have appropriate resources to support the chosen mode of presentation (I.T. issues / Oral assessment)? Does the selected mode of presentation match the needs of the students? Can the task be completed within the 5 + 8 hours allowed?

5. Preparing for the DME Teaching and learning Research – max 5 hours Write up phase – max 8 hours What resources do I have? Have I taught students how to make a decision? Do students have data processing skills? What materials do I need to prepare to populate the folder? Have I booked the ICT room / library? Have I prepared students / parents for the high level of control? Am I going to use separate lessons, or block book time?

6. Who are making decisions about change – raising questions about the involvement of local communities or the imposition of decisions from above. How will the environment be affected? Will jobs be created or lost? Will local people benefit? What kinds of skills? How will people be affected? Will the local community benefit? Teach methods of decision making

7. Reindeer diagrams or consequence mapping

8. What could go in the folder? Data that can be graphed opinions websites Data that can be mapped instructions

9. Developing a DME on Climate Change Theme 2 Climate Change 2.2 How can technology be used and people’s lifestyles changed to reduce the impact of climate change?

10. Should the local authority switch off street lighting to reduce carbon emissions?

11. Why? Controversial Topical Futures geography Opinions Named stakeholders Avoids simple yes / no decision – students need to explore alternatives

13. Possible to use real opinions from weblogs “I am concerned that switching off the lights will make people travelling late at night feel unsafe. We’re trying to encourage people to walk around town and not use their cars, especially with drink driving, and we need to create a safe route for them to do that.” Stuart Wright, Local Councillor “I am very concerned about these proposals. It is at odds with other safety initiatives like CCTV which has been installed to keep a lid on crime. Switching off the street lights could lead to a rise in anti-social behaviour.” Mick Castle, Borough Councillor “Just last year we were successful in having lights put up in one area because of drug-related problems and to now have this same area plunged into darkness will mean that our efforts for public safety were for nothing.” Julie Brociek-Coulton, Councillor.

14. Developing a DME on Ecosystems Theme 9 2.2 How can ecosystems be managed sustainably? 3.1 What is the evidence that ecosystems are being used unsustainably?

15. How should the marine environment of Cardigan Bay be managed?

16. Costs / benefits of tourism compared to scallop fishing. Who benefits? Who decides?

17. Developing a DME on Coastal management Theme 7 2.1 What are the advantages and disadvantages of hard and soft engineering strategies used to manage our coasts? 3.2 What is the most sustainable way to manage our coastline in the face of rising sea levels?

18. Are the Wentlooge levels worth protecting? A four way decision: Do nothing Maintain the line Retreat the line Advance the line