1. GEOGRAPHY CLUSTER GROUP TERM 2 2014 Jane Evans Social Sciences Facilitator – Team Solutions

2. AGENDA Geography news to date Geography Resources http://secondarysocialscience.wikispaces.com/Geography http://secondarysocialscience.wikispaces.com/Geography Cluster Group dropbox External Standards Questions and queries Next Meeting

3. HOW TO SUCCEED IN THE GEOGRAPHY EXTERNALS What are the trends at each level? What are the issues for each standard. Suggestions to concentrate on and activities NB this power point and activities are all on the wiki at http://secondarysocialscience.wikispaces.com/Geography http://secondarysocialscience.wikispaces.com/Geography

4. LEVEL 1

5. Level 1 – the Good News Pass rates have remained constant Excellence rates are increasing 201120122013 % Pass Rate74.370.875.2 % Excellence Rate 6.95.58.4

6. Level 1 – the Good News Skills paper gets the best results Pass rates are now over 55% for all ethnicities 20131.11.21.4 All74.474.876.3 NZ Maori60.760.066.1 NZ European78.577.482.2 Pacifika57.059.4 Asian79.883.4

7. Level 1 – the Good News % increase between 2012 and 2013 by ethnicity The increase is due to the Pacifika, Maori and Asian students catching up. 20131.11.21.4 NZ Maori 11.47.11.0 NZ European 7.31.2-0.2 Pacifika 20.713.112.7 Asian 11.87.98.6

8. Level 1 – the Bad News Our pass rates and excellence rates are still among the lowest in the Social Sciences Subject% Pass Rate% Excellence Rate Geography75.28.4 History80.712.1 Economics84.910.5 Classical Studies77.79.5 Social Studies71.611.0

9. Level 1 – the Bad News There is still a disparity between males and females. Boys do better at skills at this level but even there do not equal the pass rate for girls. 20131.11.21.4 Females 78.678.377.1 Males 68.871.075.3

10. Reason for Change: Format of the Papers -Less ‘new’ material -Fewer wordy questions and more straightforward -However Population paper too long making it hard to complete in the time allocation. Preparation of Students -More of a literacy focus such as instruction words -Better revision techniques -More moving to only doing 2 externals

11. 1.1 – Demonstrate geographic understanding of environments that have been shaped by extreme natural event(s). The Main Problems for achievement were: -Students did not complete all parts of a question -Answers did not refer to any case study so cannot score -Diagrams were not labelled -Some case studies not so appropriate The main problems for Excellence were: -Students do not know the difference between describe and explain -Students did not incorporate good facts/ statistics/maps in answers -Students did not show understanding of concepts -Students did not use geographic terminology

12. No case study information

13. Good case study statistics and annotation

14. 1.2 – Demonstrate geographic understanding of population concepts The Main Problems were: -Maps were poor, often inappropriate and not annotated -Knowing the difference between describing a pattern and explaining the factors/reasons/process that produces it -Using very outdated information - especially relating to India and NZ (rural urban drift is rather historic rather than current) -An over focus on the dramatic - infanticide or slums without an appreciation of the whole context - ie India is not all slums, everyone is not a child bride nor are all female babies abandoned in China ! - Answering the actual question rather than showing all you know!

15. Shows need for good mapping conventions

16. Not answering question – does not explain

17. 1.4: Apply concepts and basic geographic skills to demonstrate understanding of a given environment The Main Problems were: - Students struggle to do mapping accurately - Graphing is very poor with few conventions - Students avoid the paragraph answers -Students are not familiar with the key concepts -Students are not supporting answers with evidence from resources

18. So What Do We need to do to improve student achievement at Level 1? In Your Teaching Programmes - Teach all information based on a case study to avoid generic answers -Choose appropriate case studies (1 or more) -Use up to date information – get students to do a google search to find this (especially re population) -Keep drumming in the mapping and graphing conventions using mnemonics

19. Revision Programmes -Practice doing labelled maps and diagrams for each case study from scratch -Get students to learn at least 8 place names to do with their case study they can use in answers -Teach and Practice paragraph writing using SEE or SEX (statement, elaboration, example) or SEED (diagram) - Get students to complete summary sheets (see the wiki) - Teach exam technique – timing, importance of reading the questions and need to try to answer all questions. - Teach students how to interpret questions by highlighting key words

20. To lift students to Excellence: -Teach the instruction words especially the difference between describe and explain.(see activity)

21. For the sheet given: 1.Decide which are the ‘describe’ and which are the ‘explain’ paragraphs. 2.Work out what the key words are that tell you it is explain and underline them 3.For each set of answers work out the population concept they are describing or explaining.

22. Rural areas in New Zealand have a very sparse population while urban areas are more dense. On average New Zealand has about 16 people for every square km. New Zealand is a very diverse place in terms of its population. This has occurred because of its proximity to the Pacific and its reputation as a great place to bring up families. A problem that continues in New Zealand is the loss of its most highly qualified workers overseas especially to Australia. This is termed ‘the brain drain’. Most of New Zealand’s 4.5 million people live in cities with a third of them in Auckland. This is because of the job opportunities it offers as well as the favourable climate. The population of New Zealand is multicultural. In the 2013 census over 200 ethnicities were identified. The 5 largest are NZ European, Maori, Chinese, Samoan and Indian. New Zealand’s population has grown at a steady rate over the last 100 years. Most of this growth has happened in the North Island and in cities such as Auckland. The population of NZ is now 4.5 million. As the population increases it gets harder to make sure that everyone maintains a good quality of life and if the environment can cope. Most of the 4.5 million people in New Zealand live around its extensive coastline or within 40km from it. This is termed a peripheral population. Urban areas are very crowded with over 1,500 people for every square km in Central Auckland. This is like this because the price of land is high so dense apartments are common. New Zealand is seen as a popular destination for Pacific Islanders due to the many work and educational opportunities it offers compared to what they have at home. NZ has an ageing population with smaller families and people living longer. As a result future demand for resources such as housing will decrease making it easier to support the population in the long term. About 90% of the present population growth in New Zealand is due to natural increase. This is starting to slow down due to women having fewer babies and being more career minded.

23. Population Density Rural areas in New Zealand have a very sparse population while urban areas are more dense. On average New Zealand has about 16 people for every square km. Urban areas are very crowded with over 1,500 people for every square km in Central Auckland. This is like this because the price of land is high so dense apartments are common Population Distribution Most of the 4.5 million people in New Zealand live around its extensive coastline or within 40km from it. This is termed a peripheral population Most of New Zealand’s 4.5 million people live in cities with a third of them in Auckland. This is because of the job opportunities it offers as well as the favourable climate. Migration A problem that continues in New Zealand is the loss of its most highly qualified workers overseas especially to Australia. This is termed ‘the brain drain’. New Zealand is seen as a popular destination for Pacific Islanders due to the many work and educational opportunities it offers compared to what they have at home. Population Diversity The population of New Zealand is multicultural. In the 2013 census over 200 ethnicities were identified. The 5 largest are NZ European, Maori, Chinese, Samoan and Indian. New Zealand is a very diverse place in terms of its population. This has occurred because of its proximity to the Pacific and its reputation as a great place to bring up families. Population change New Zealand’s population has grown at a steady rate over the last 100 years. Most of this growth has happened in the North Island and in cities such as Auckland. About 90% of the present population growth in New Zealand is due to natural increase. This is starting to slow down due to women having fewer babies and being more career minded. Population sustainability The population of NZ is now 4.5 million. As the population increases it gets harder to make sure that everyone maintains a good quality of life and if the environment can cope. NZ has an ageing population with smaller families and people living longer. As a result future demand for resources such as housing will decrease making it easier to support the population in the long term.

24. To lift students to Excellence: - Teach the instruction words especially the difference between describe and explain.(see activity) -Get students to keep a glossary of terms and use these in answers -Practice incorporating factual information into answers -Learn 8-10 statistics on a case study they can use -Make concepts central to your teaching. Incorporate concepts into lessons on a regular basis so they become familiar with them (eg Friday Resource starters) -

25. Explain a concept in context of what learnt: Comprehensively explain how the concept of …….. Applies to your ENE environment/ population case study ENE – Process / environment /change / perception Population –pattern / sustainability/ interaction

26. Show examples of good answers. Photocopy a good students answer for them to keep. When writing paragraph answers get them to highlight concepts, terminology, case study specifics and where the explanation is.

27. Concept Terminology Case Study specifics Explain

28. Concept Terminology Case Study specifics Explain

29. Provide a writing frame so they get use to doing this

30. LEVEL 2

31. Level 2 – the Good News Pass rates are showing a slight rise Excellence rates are constant 201120122013 % Pass Rate73.376.577.1 % Excellence Rate 7.76.87.7

32. Level 2 – the Good News The Development paper gets best results! 20132.12.32.4 All72.579.879.3 NZ Maori62.671.673.1 NZ European76.483.584.4 Pacifika53.760.851.9 Asian72.981.874.6

33. Level 2 – the Good News There is little difference with most Social Science subjects Subject% Pass Rate% Excellence Rate Geography77.17.7 History78.39.2 Economics79.06.5 Classical Studies79.510.5 Social Studies62.310.4

34. Reason for Change: Format of the Papers -Questions more straightforward -2.1 and 2.3 good length but skills too long making it hard to complete in the time allocation. Preparation of Students -More of a literacy focus such as instruction words -Better revision techniques -More moving to only doing 2 externals

35. 2.1 – Demonstrate geographic understanding of a large natural environment The Main Problems for achievement were: -Students did not complete all parts of a question -Answers did not refer to any case study so cannot score -Diagrams were not labelled or annotated -Some case studies not so appropriate -Students do not know the difference between describe and explain The main problems for Excellence were: -Students did not incorporate good facts/ statistics/maps in answers -Students did not show understanding of concepts -Students did not use geographic terminology

36. No case study specifics

37. Limited specifics and does not show change

38. Good specifics and shows change

39. 2.3 – Demonstrate geographic understanding of differences in development Main problems were: -Students wrote about the resources provided rather than their own relating to own case studies -Students did not read the questions carefully ie factors (plural) not one in Q2. -Students must read ahead to work out requirements of each part. ie in Q3 difference between why, what and how. -Were unable to show a difference between places due to inappropriate case studies chosen.

40. 2.4 Apply geographic concepts and skills to demonstrate understanding of a given environment. Main Issues are: -Students not completing the paper. Still only 3 questions and have to get a minimum of 8. 2 x A3 would NA. 2 x E7 would only get a low merit. -Issues generally due to poor geographic conventions with mapping and graphing. -Students also are not using information from resources in answers.

41. LEVEL 3

42. Level 3 – the Good News Pass rates are showing a slight rise Excellence rates are constant 201120122013 % Pass Rate68.968.370.1 % Excellence Rate 7.95.97.3

43. Level 3 – the Good News 3.120092010201120122013 Pass Rate64.463.968.163.165.2 Excellence8.18.37.87.47.5 3.220092010201120122013 Pass Rate65.371.873.1 Excellence10.48.511.18.010.1 3.420092010201120122013 Pass Rate51.164.766.669.471.7 Excellence2.94.45.83.44.8

44. Level 3 – the Bad News There is a gap between European and Maori and Pasifika students. 20133.13.23.4 All65.273.171.7 NZ Maori59.167.763.7 NZ European67.676.775.6 Pasifika47.754.951.9 Asian66.773.771.1

45. Level 3 – the good News Our pass rates are similar to most other Social Science subjects while our Excellence rates are a little lower. Subject% Pass Rate% Excellence Rate Geography70.17.3 History76.09.1 Economics70.77.9 Classical Studies71.110.4 Social Studies61.39.6

46. Reason for Change: Format of the Papers -Reduction to only one question in topic papers has made timing more manageable. -Choice of questions allowed greater flexibility for some settings Preparation of Students -More of a literacy focus such as instruction words -Better revision techniques -More moving to only doing 2 externals

47. 3.1 – Demonstrate understanding of how interacting processes shape a New Zealand geographic environment. The Main Problems were: -Students did not interpret questions asked and tried instead to use rote learned answers ie 1 feature not 3.Characteristics of a feature not how it was formed. -Poor annotation of maps – must adapt for the answer ie show characteristics or spatial variation. The map was part of the answer so had to be done correctly for higher grades. Annotate means notes not just labels. -Poor understanding of the terms ‘spatial variation’. This is not where a feature occurs but a difference between 2 places. -Lack of interacting processes. Had to link them together to score.

50. 3.2 – Demonstrate understanding of how a cultural process shapes a geographic environment(s). The Main Problems were: -Students did not interpret questions asked and tried instead to use rote learned answers ie wrote about impacts -Poor annotation of maps –Annotate means notes not just labels. -Students could describe spatial or temporal patterns but could not give reasons for them (analyse). -Showed a poor understanding of how the process operates that linked this to the patterns that result. -Wrote answers that were either too brief or too long rather than being succinct. The best answers are planned.

51. No spatial pattern is shown or annotation s provided

52. Spatial pattern is much clearer and annotated

53. 3.4: Demonstrate understanding of a given environment(s) through selection and application of geographic concepts and skills. The Main Problems were: -Students copied huge chunks of information from the resource book that does not ‘demonstrate understanding’ -Used the name of a concept many times but did not demonstrate its understanding by using it appropriately in context. -Not being able to extract information using several resources -Were unable to use command words appropriately such as ‘critically evaluate’ meaning they had to make a decision based on the evidence provided. -Were unable to apply basic graphing techniques such as appropriate scales, having a title and labelled axes. -Showed they were unable to use appropriate skills like distance and direction.

54. So What Do We need to do to improve student achievement at Level 3? - Incorporate concepts into lessons on a regular basis so they become familiar with them (Friday resources or photos) -Teach students how to interpret questions by highlighting key words -Practice doing annotated maps and diagrams that answer different questions -Teach and Practice essay writing including planning answers -Ensure students are critical thinkers able to offer opinions based on evidence and make the link between elements and processes -Teach the command words especially analyse, justify and evaluate -Set up good revision programmes and summary sheets

56. Do a lot of practice of essay writing Try the ‘What is Wrong?’ exercise Each one has something wrong – can you identify what it is? Which script gets the highest mark? Why?

57. ANSWERS 1. Good interactions and analysis but lacks any reference to specific environment so cannot score. 2. While this has some good specific information the answer lacks any analysis as is descriptive only. Need to say HOW the processes work to score. 3. Good specific information and analysis but there is no interaction between the processes provided so cannot score. 4. This answer while not good has enough specific information and analysis (reasons for the processes and how they work) and implies interaction to allow achievement. It lacks any technical knowhow or terminology to allow any higher.

58. Encourage students to use unfamiliar text Provide resources and get them to write about it. (see example given).

59. Do you have any further questions or queries? When do you want the next meeting? Where and what time? Feel free to contact me at any time at Jane.evans@auckland.ac.nz