1. Getting to grips with OCR Geography qualifications Subject Specialists: Abi Carter Mark Smith Shelley Monk

2. Geography Subject Specialists Abi Carter Former Head of Geography, Birchwood High School Studied Geography at University of Hertfordshire Mark Smith Over 6 years at OCR in various roles Studied Physical Geography at Portsmouth University Shelley Monk Former Head of Geography at a UK and British International School Studied Geography at Royal Holloway, London

3. OCR Geography Vision KS3KS4KS5 Clear route of progression Genuine choice of exciting qualifications Engaging and topical Comprehensive package of quality support materials Critical thinkers Independent learners Confident in the use of practical skills Team players Decision makers

4. Developed by teachers for teachers Teacher consultation Student consultation Dynamic developers Consultation with the Geographic community including employers, Subject Associations and Higher Education Cambridge Assessment research

5. A Level Geography ComponentPhysical Systems Human Interactions Geographical Debates Investigative Geography Weighting24% 32%20% Time1 hour 45 mins 2 hours 30 mins35 hours Marks72 9660 Key areas of Content  Landscape Systems (optionality)  Earth’s Life Support Systems  Changing Spaces; Making Places,  Global Connections (optionality)  Climate Change  Disease Dilemmas  Exploring Oceans  Future of Food  Hazardous Earth From any unit Skills/In content optionality Choose any 2 of 5 Question styles Short answer, extended response, essay questions Extended response, synoptic questions, essay questions Project 300 marks 6 hours /360 minutes

6. Specification snippets; the Core Earths Life support: Impacts of oil and gas industry on water and carbon cycles Carbon and water cycles, how they operate, globally over time and space. Arctic tundra and tropical rainforest case studies Global connections: How the geography of gender inequality is complex and contested Migration patterns and how conflict and persecution have increased the number of refugees Changing spaces making places: How representations of place differ through contrasting media How and why places are rebranded and the relative success of this Landscape systems: How landscapes can be viewed as a system and how they evolve over time

7. An increasingly interconnected world with patterns, unequal flows, challenges and geopolitics Trade in the contemporary world or Global Migration Human rights or Power and Borders Importance of water and carbon to life on earth Case studies of Tropical Rainforest and Arctic Tundra Change over time Links and interdependence between the cycles Two contrasting places at a local scale How place is understood and represented Economic change and social inequality, with players involved Place making processes in creating places Factors affecting landscapes Landform development Influence of climate change Impact of human activity LANDSCAPE SYSTEMS CHANGING SPACES; MAKING PLACES GLOBAL CONNECTIONS EARTH’S LIFE SUPPORT SYSTEMS

8. AS Geography ComponentLandscape and PlaceGeographical Debates Weighting60%40% Time2 hours1 hour 30 mins Marks9060 Key areas of Content  Landscape Systems (optionality)  Changing Spaces; Making Places  Geographical skills  Fieldwork questions  Climate Change  Disease Dilemmas  Exploring Oceans  Future of Food  Hazardous Earth In content optionalityOptionality: choose any 1 of 5 Question styles Short answer, extended response, essay questions Short answer, extended response, synoptic questions, essay questions 150 marks 3.5 hours /210 minutes

9. What are my choices? Landscape Systems Coastal landscapes OR Glacial landscapes OR Dryland landscapes Global systems Trade in the contemporary world OR Global Migration AND Global Governance Human Rights OR Power and Borders Geographical Debates Climate Change Disease Dilemmas Exploring Oceans Future of Food Hazardous Earth

10. Specification snippets: Geographical Debates Climate change: How should humans respond to climate change? Disease dilemmas: Can disease ever be fully eradicated? Exploring Oceans: How do oceans present hazardous obstacles to human activity ? The future of food: How & why patterns of food security vary within and between countries. Hazardous Earth: What measures are available to help people living in tectonically active zones?

11. Geographical Debates Five topics to choose from Dynamic and contemporary issues to engage students Deep understanding of chosen topics Enquiry approach Concepts of inequality, mitigation, adaptation, sustainability, risk, resilience and threshold.

12. Investigative Geography (NEA) 20% of A Level assessment weighting Total of 60 marks Recommended length 3,000 - 4,000 Independent investigation linked to any area of the specification The fieldwork which forms the focus and context of the individual investigation may be either human, physical or integrated physical-human Student defines a question or issue for investigation. Primary and secondary data collection

13. New AOs and fieldwork - reflection

14. Sample Assessment Materials Design & structure of papers Marks increase through questions Careful choice of command terms AS V A Level Clear content links Fieldwork questions at AS, logical route through fieldwork and opportunities for candidates to show their subject knowledge

15. Sample Assessment Materials Mark scheme Clarity of AO wording across all level marked questions. Examples of where marks can be awarded Detailed indicative content – broken down by question style highlighting knowledge and understanding or analysis and evaluation

16. Geographical skills 4.2 Geo-located data: With respect to geo-located data, learners should: a)demonstrate an ability to collect and to use digital data through the use of geospatial technologies, such as smart phones and tablet devices b)understand the opportunities and benefits of presenting and analysing geographical data through the use of Geographical Information Systems (GIS). 4.3 Qualitative skills: With respect to qualitative skills, learners should: a)use and understand a mixture of methodological approaches, including using interviews b)interpret, analyse and evaluate a range of source material including textual and visual sources c)understand the opportunities and limitations of qualitative techniques such as coding and sampling. 4.4 Quantitative skills: With respect to quantitative skills, learners should understand the purposes and difference between the following and be able to use them in appropriate contexts: a)mean, median, mode, range, interquartile range and standard deviation b)significance tests, such as Chi-squared, Spearman’s rank, Mann-Whitney U test and T-test c)lines of best fit and correlation on graphical representations d)measurement, measurement errors, and sampling.

17. Fieldwork skills AS level (H081) Fieldwork skills will be assessed within Landscape and Place Fieldwork is required to be undertaken for at least 2 days including both human and physical geography A Level (H481) Assessment of fieldwork skills will be within Investigative geography component Fieldwork is required to be undertaken for at least 4 days including both human and physical geography

18. What’s staying the same and what’s changing? Staying the sameChanging AS Assessment 2 examined components Optionality Total marks 150 Range of question styles Stand alone qualification Fieldwork and geographical skills assessed through exam Increased by 30 minutes More equal spread of marks A Level Assessment Optionality Fieldwork component Total marks 300 Range of question styles 3 examined components Fieldwork assessed through NEA (20%) Assessment time decreased by 1hour More equal spread of marks Content Coastal, cold and semi-arid environments Social and economic issues in urban and rural areas Earth hazards Globalisation Development inequalities Content from DFE IMF classifications – AC, EDC & LIDC New content: Earth’s Life Support Systems Changing Spaces; Making Places Climate Change Disease Dilemmas Exploring Oceans Future of Food

19. How are we supporting you? Geography@ocr.org.uk Geography@ocr.org.uk @OCR_Geography School visits Geography Journey Teaching and learning resources Abi CarterMark Smith Shelley Monk

20. Free first teach events available to book on the OCR CPD hub now

21. A range of CPD events available to book on the OCR CPD hub now.

22. Editable and flexible resources Already on the website:. UK in the 21 st Centaury delivery guide Does sea ice matter? Activity Why is development uneven? Environmental threats to our planet delivery guide What is the UK’s Geographic diversity? Who are the UK’s trading partners? More to follow Constantly updated for the lifetime of the specification

23. A comprehensive package of support

24. Publishing Partners - Hodder TypeAvailable – estimate Estimated costs Student text book – hard copy April/May 2016 GCSE £22.99 A LEVEL £35.99 Student text book e copyJune/July 2016 1/3 of cost of print price E book for whiteboardJune/July 2016 £150 Revision guidesSeptember 2017 (first assessment is 2018) Dynamic learning – online, interactive quizzes, additional activities, answers to the questions in the book, power points etc. April/May 2016 £300-350

25. In summary New qualifications developed by teachers for teachers, with learners at the centre Clear, explicit content allowing for flexible delivery Fewer case studies, clearly outlined and contemporary Wide range of CPD opportunities Teaching and learning materials available and in development Subject Specialists to support you and your schools Collaboration and partnership with Hodder

26. Please send your feedback or any queries to our team of Geography Subject Specialists: Geography@ocr.org.uk Follow us on twitter: @OCR_Geography