1. GCSE Geography New Specification Launch
Hello and welcome to this launch event for GCSE Geography
I’m (name) (role)
I’m interested in knowing where you are joining from today and so please can you answer the poll on your screens.
P - Where are you joining from today?
North of England / Midlands / South of England / Scotland / Ireland / Wales / Other (British Isles) Overseas
I’m really pleased that so many people have been able to join today from across the UK (and from oversees too).
And that many of you are sharing this presentation with colleagues. So thank you all for coming along and for your interest in the new GCSE AQA specifications.
Thank you also for contributing questions in advance of today. We have prepared a Frequently Asked Questions sheet, which we’ll be sharing with you later and will free up more time for asking questions that haven’t already been raised.
We may not have included all questions in the document if they have been raised in the last few days and so please add these during our Q&A sessions later.
If you would like to post comments on Twitter, you
P – Are you teaching the existing AQA specification?
Y/N
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2. Geography under the spotlight – why change?
Changes at KS3
RGS and GA
Changes at GCSE
And GCE
All specifications are
rewritten every 5 to 8 years
Feedback from
teachers
Universities
DfE subject
content
For some time now geography has been under the spotlight, and there have been pressures from many directions to update the content of GCSE specifications. The most important factor has been the publication of the DfE subject content for geography published in April last year
Government
Core curriculum, more rigorous assessment , stretch and challenge
Slide 2
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3. GCSE Timeline Final exams for legacy specs and controlled assessment
Reformed GCSE subject content (DfE) published
April 2014
Reformed GCSE specification available
Autumn
2015
Start teaching reformed GCSE
First assessment reformed GCSE
Self explanatory, but some delegates may comment on the need to start a 3 year course in September 2015 – NB DFE / Ofqual consider this to be a 2 year course for Years 10 and 11
The aim is to gain accreditation from OFQUAL by September 2015 so that schools have a year to prepare the new course, developing resources and schemes of work
Slide 3
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4. GCSE content 1. Living with the Physical Environment
2. Challenges in the Human Environment
3. Geographical Applications
Challenge of Natural Hazards
tectonic hazards, tropical storms, extreme weather in the UK, climate change.
Urban Challenges
Global patterns, two contrasting cities, sustainable urban futures.
Issue Evaluation
Theme of issue selected by AQA from any part of the specification. Based on secondary sources.
The Living World
Local ecosystems, tropical rainforests, one from hot deserts or cold environments.
The Changing Economic World Global patterns, closing the development gap, contrasting studies of economic development.
Fieldwork
Two fieldwork enquiries, contrasting environments,
Physical and human geography, enquiry process.
Physical Landscapes in the UK
Two from coastal, river, glacial or landscapes.
The Challenge of Resource Management
Overview of resources in the UK, global resource security, one from food, water or energy.
Outline core content across the specification briefly.
Highlight comparisons with the current specification. Aim to give reassurances about the degree of consistency across existing and new specifications and interest in new content and skills that will engage teachers and learners in areas that are relevant / contemporary / popular. A limited amount of additional content is included in certain themes-tectonic hazards, sustainable urban futures-to make the course more coherent.
Save more detailed comments about content, options, skills and approaches until the later sections on the different question papers.
Slide 4
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5. GCSE Assessment Unit 1 Living with the Physical Environment 35 %
The study of physical processes and patterns
Exam - 1 hour 30 minutes
Candidates answer 5 questions out of 7 (2 compulsory)
88 marks, including 3 SPAG
Multiple choice, short answer and extended response (9 marks)
Unit 2
Challenges in the Human Environment
The study of human geography themes and issues
Exam - 1 hour 30 minutes
Candidates answer 4 questions out of 6 (3 compulsory)
Unit 3
Geographical Applications
30 %*
Issue evaluation (based on a pre-released resource booklet) and fieldwork
Exam - 1 hour 15 minutes
Candidates answer all questions
76 marks, including 6 SPAG
Outline the assessment structure and the relative emphasis given to the different components. Explain the mark allocation in each paper ( including SPAG). Total assessment time is 4 hours. Summarise the maths/stats and fieldwork components.
Assessment of fieldwork represents 15% of total assessment.
Assessment of maths and statistical skills must be 10% of total assessment
Total marks 240 (plus 12 SPAG-5% of total)
Slide 5
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6. Key Features of the specification
Balanced understanding of physical, human and environmental geography
Thematic approach to the subject, with an emphasis on contemporary issues and future changes
Flexibility: centres are free to choose their own exemplars and case study material
Choice of optional content in selected themes, including landscapes, ecosystems and use of resources
The use of a wide range of investigative skills and approaches, including mathematics and statistics and modern information technologies
An issues evaluation and decision making exercise, contributing a problem solving element to assessment
An assessment structure that is manageable and realistic, with 3 short papers totaling 4 hours 15 minutes
Outline the philosophy for subject teaching that is underpinned by the specification. Focus on why teachers should choose the AQA specification for teaching and assessment of this subject. Indicate the unique features of the spec, including the issues evaluation exercise.
Slide 6
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7. Principal changes made between draft submission and second submission to OFQUAL
Slight changes to content-global circulation moved from Living World to Weather Hazards. Additions: effects of climate change, effects of rock type on coastal forms, maximum extent of ice cover in the UK, Demographic transition model and development, rural geography of the UK. Some deleted content eg Population policy.
Reduced numbers of case studies (now 5) and examples (now 12).
More emphasis on theory: plate tectonics, atmospheric circulation model, nutrient cycle, DTM, push-pull theory of migration.
Increased range of command words in all three examination papers: assess, discuss, evaluate, justify.
Issue evaluation is more synoptic, addressing more than one theme.
More resources in the pre-release material, and less in paper (Unit 3).
Increased assessment time for Paper 3 (from 1 hour to 1 hour 15 minutes)
Greater maths content in Paper 3. Includes dispersion graph and interquartile range.
Simplification of rubric for Paper 1. Questions re-ordered.
x of x Version 3.0
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8. Papers 1 and 2
Familiar command words. Higher level commands include evaluate, discuss, justify.
Mark tariffs range from 1-9 marks aimed at all levels of ability
Mark schemes that are detailed, clear, consistent and include indicative content.
Assessment covers issues such as extreme weather, tropical storms, tectonic hazards, fracking, water transfer problems, resource insecurity, Fairtrade, urban congestion management.
Several opportunities to use examples and case study information in extended writing questions.
A wide range of stimulus materials - comprising photographs, OS map, world/UK/Africa maps, graphs, table of statistics, diagrams etc.
Greater emphasis on the use of case study material in this paper. Much of the course content is delivered through specific examples especially in urban challenges and economic development. Up to date sources, range of spec content in each question, same proportion of levels marked questions as in paper 1. Where there are options in section C the same type of question is set, for reasons of comparability and ease of standardisation.
Slide 8
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9. Paper 3 Section A Issue Evaluation
Assessment is synoptic, requiring students to use their learning across the specification so they can analyse an issue, consider and select proposed solutions and justify choices.
The issue can be selected from any part of the core specification and can cover more than one topic
A resource booklet will be sent to centres 12 weeks prior to the summer examination so students can become familiar with the source materials which could include maps, photographs, satellite images, factfiles, statistics, graphs, newspaper extracts, quotes from interest groups etc.
A fresh copy of these materials will be issued at the start of the examination. Assessment will consist of a series of shorter questions related to the issue, based on the interpretation of the resources. These lead to a more extended piece of writing (9 marks).
Time spent on pre-release in advance of the exam is 2 lessons. The enhanced Scheme of Work will go into greater detail.
Comment on content, options, skills and approaches that are relevant to this question paper.
This is a different style of paper compared with current Spec A and B, although an issues evaluation question is present in iGCSE and was used in Spec C of the old GCSE. Section A adds a synoptic element to the assessment structure-material can be drawn from any of the compulsory topics -centres will become aware of the topic when the source sheet is released on 31st March- so they will have several weeks to go through the sources with the students. A fresh version of the resource sheet will be issued in the examination-students will not be able to take in an annotated copy.
Slide 9
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10. Paper 3 Section B Fieldwork
Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise
The two enquiries must be carried out in contrasting environments and show an understanding of both physical and human geography
In at least one of the enquiries students are expected to show an understanding about the interaction between physical and human geography
Students need to go out on two separate occasions (not necessarily two separate days.)
The fieldwork can take place in the same location, but the environments must be contrasting.
Fieldwork cannot take place on the school grounds.
There is now a specific requirement for centres to provide field experience in 2 contrasting environments, beyond the school grounds. So one could be within walking distance of the school, and the other much further afield. There is also a need to collect both human and physical geography data. One of the field experiences must show a link between human and physical elements. This may have implications for centres in negotiating time out of school, although the total time is likely to be no more than with controlled assessment. From feedback it seems that schools would like the freedom to choose the themes for investigation –there will certainly not be a list of titles to choose from.
Slide 10
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11. Paper 3 Section B Fieldwork
Students’ understanding of the enquiry process will be assessed by:
Questions based on the use of fieldwork materials from an unfamiliar context
Questions based on candidates’ individual enquiry work. (For these questions candidates will have to identify the titles of their individual enquiries).
A written statement is required from centres, providing the date, location, numbers of students participating, the main issues/questions investigated during fieldwork, and the relationship of the fieldwork to the specification content
There will no longer be Controlled Assessment in GCSE Geography
The written statement from schools is similar to the current centre declaration forms signed by head of centre. Students who don’t take part in fieldwork will not be prevented from taking the examination, but may be at a major disadvantage in answering the questions. Questions may be set on both fieldwork experiences-candidates would have to state the titles of enquiries
Slide 11
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12. Fieldwork enquiry process
Identifying suitable question for geographical enquiry
Selecting, measuring and recording data appropriate to the chosen enquiry
Selecting appropriate ways of processing and presenting fieldwork data
Describing, analysing and explaining fieldwork data
Reaching conclusions
The enquiry route is well known -each element can be assessed. Draw attention to the different stages and aspects to be considered. This is a summary of the spec requirements, but emphasise that the scale of enquiry is much smaller than existing controlled assessments eg one or two methods of data collection, 2 or 3 methods of data presentation.
1. Suitable question for geographical enquiry
The factors that need to be considered when selecting suitable questions for their enquiries.
The geography underpinning the enquiries.
Availability of primary and secondary evidence.
An appreciation of the potential risks of both human and physical fieldwork and how these risks might be reduced.
2. Selecting, measuring and recording data appropriate to the chosen enquiries
Difference between primary and secondary data.
How to identify appropriate data required for their geographical enquiries.
An understanding of different sampling methods.
How to describe their data collection methods.
How to justify the data collection methods selected.
3. Selecting appropriate ways of processing and presenting fieldwork data
Appreciate that a range of visual, graphical and cartographic methods is available.
Identify and describe the chosen presentation methods used in their enquiries.
Explain why the presentation methods were chosen.
4. Describe, analyse and explain fieldwork data
Describe results of fieldwork data.
Analyse results of fieldwork data.
Explain results of fieldwork data.
Establish links between data sets.
Use of appropriate statistical techniques.
Identify anomalies in fieldwork data.
5. Reaching conclusions How to draw evidenced conclusions in relation to original aims of their enquiries.
6. Evaluation of geographical enquiry Identify problems of data collection methods.
Identify limitations of data collected.
Suggest other data that might be useful.
Consider the extent to which conclusions were reliable.
Evaluating the geographical enquiry
Slide 12
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13. Geographical Skills
Skills will be assessed in all three written exams. Ordnance Survey maps or other map extracts may be used in any of the three exams.
Cartographic-atlas maps, OS maps, maps with photographs
Graphical skills-selecting and constructing appropriate graphs, charts, maps
Numerical skills-number, area, scale, proportion, ratio
Statistical skills-central tendency, spread, scatter plots
Use and interpretation of qualitative and quantitative data from primary and secondary sources, including GIS
The list of skills in the new specification is slightly more detailed than in existing specifications.
Eg the OS mapwork skills require students to identify major relief features on maps and relate cross-sectional drawings to relief features; draw inferences about the physical and human landscape by interpretation of map evidence, including patterns of relief, drainage, settlement, communication and land-use.
Many are classified as mathematical skills, given a 10% weighting in examinations. However these should be accessible to most students. For instance the Statistical skills comprise:
• central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class)
• calculating percentage increase or decrease and understanding the use of percentiles
• describing relationships in bivariate data- sketch trend lines through scatter plots, draw estimated lines of best fit, make predictions, interpolate and extrapolate trends
Assessment of skills is integrated throughout
Slide 13
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14. AQA ongoing support and resources AQA/subjects/geography/skip to (subject level)/draft spec/teaching resources
General
GCSE
AQA website
Summary of Changes (spec A and B)
e-AQA/Secure Key Materials (SKM)
Switching Guides
Enhanced Results Analysis (ERA)
Command words and Subject Specific Vocabulary
CPD training course
Teachit – Tropical Storms
AQA family of business (Exampro, Teachit, Alfie)
Enhanced Scheme of Work with embedded resource lists
Examiner Reports
2nd set of SAMS and 3rd set of Paper 3 with exemplar answers and commentaries
Launch Events
3 AQA approved publishers (OUP, Hodder, Cambridge University Press.)
Preparing to teach Events (2016)
Digital specification, including links to lesson plans and other items.
Direct access to subject teams
Fieldwork Toolkit
Thinkstock #
Slide 14
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15. Contact points for more information and guidance
Geography Subject Team:
Tony Floyd, GCSE Geography Qualifications Developer
Tel:
Teacher Support and CPD Managers:
Robert Kirkham and Marion Bristow
Tel:
(AQA Website)
Slide 15
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16. Thank you We are an independent education charity
and the largest provider of academic qualifications for all abilities taught in schools and colleges.
Our aim is to enable students to realise their potential
and provide teachers with the support and resources they need
so that they can focus on inspiring learning.
Copyright © AQA and its licensors. All rights reserved.
Follow us on

17. AS/A-Level Geography New Specification Launch
Hello and welcome to this launch event for GCSE Geography
I’m (name) (role)
I’m interested in knowing where you are joining from today and so please can you answer the poll on your screens.
P - Where are you joining from today?
North of England / Midlands / South of England / Scotland / Ireland / Wales / Other (British Isles) Overseas
I’m really pleased that so many people have been able to join today from across the UK (and from oversees too).
And that many of you are sharing this presentation with colleagues. So thank you all for coming along and for your interest in the new GCSE AQA specifications.
Thank you also for contributing questions in advance of today. We have prepared a Frequently Asked Questions sheet, which we’ll be sharing with you later and will free up more time for asking questions that haven’t already been raised.
We may not have included all questions in the document if they have been raised in the last few days and so please add these during our Q&A sessions later.
If you would like to post comments on Twitter, you
P – Are you teaching the existing AQA specification?
Y/N
Copyright © AQA and its licensors. All rights reserved.
Follow us on

18. AS/A-level Timeline
Final exams for existing AS and A- Level course. First exams for new AS
First assessment of new A-Level
New specifications available
Start teaching new GCE
At A level, fieldwork has been assessed by a fieldwork exam paper for six years. Final examinations will take place in 2017 for both A Level and GCSE. AS papers will largely consist of resits in 2017 (legacy spec), although there may be an AS paper for the new specification 5

19. Content and Options 1 Physical Geography 2 Human Geography
Non-examined assessment
Core
Water and carbon cycles
Physical landscapes: Either Hot desert environments and their margins or Coastal systems and landscapes
Global systems (International trade and access to markets), and Global governance (Antarctica)
Changing Places
Independent Investigation, based on fieldwork. Report of words.
Non-core (one from)
Hazards
Ecosystems under stress
Cold environments
Contemporary Urban Environments
Population and the Environment
Resource Security
NEA can come from any part of the specification, core or non-core.
Students can do NEA from any part of the specification, even if they then don’t study that option for the exam. 4
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20. A-level Assessment Component 1: Physical Geography Written Paper 40%
2 hours 30 minutes
Section A: Water and carbon cycles
Section B: either Hot desert environments and their margins or Coastal systems and landscapes
Section C: either Hazards or Ecosystems under stress or Cold environments
Multiple choice, short answer, extended response (30 marks)
(Total - 96 marks)
27 marks
42 marks
Component 2:
Human Geography
Section A: Global systems and global governance
Section B: Changing places
Section C: either Contemporary urban environments Population and environment or Resource security
(Total- 96 marks)
Component 3:
Geographical investigation (NEA)
20%
3000 – 4000 words
marked by teachers
moderated by AQA
(Total - 35 marks) 4
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21. Fieldwork
A-level specifications require students to undertake a minimum of 4 days of fieldwork. Awarding organisations must require evidence of this fieldwork in the form of a written statement from centres.
This fieldwork must be undertaken in relation to processes in both physical and human geography, but the fieldwork which is part of the individual investigation may be either human, physical or integrated.
A-Level specifications must ensure that each students undertakes one independent* investigation that involves, but is not restricted to, fieldwork.
*Independent does not mean lone working. Students may incorporate field data and/or evidence from field investigations collected individually or in groups.
Rupert to amend. 4
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22. Non-exam assessment
Fieldwork skills should be assessed in a non-exam assessment at A-level. Ofqual propose that 20 per cent of the marks should be allocated to this assessment.
It will draw on different aspects of the course and will result in a written report, the marking of which can be moderated by exam boards.
The independent* investigation must:
• be based on a question or issue defined and developed by the student
individually to address aims, questions and/or hypotheses relating to any part of
the core or non-core content
• incorporate field data and/or evidence from field investigations
• draw on the student's own research and/or secondary data
• require the student to independently contextualise, analyse and draw conclusions
• involve presentation and analysis of data and findings, and extended writing.
• be approximately 3000 – 4000 words in length.
*Independent does not mean lone working. Students may incorporate field data and/or evidence from field investigations collected individually or in groups. 4
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23. AS Assessment
Component 1: Physical geography and people and environment
Written Paper
50%
1 hour 30 minutes
Section A: either Water and carbon cycles or Hot desert environments and their margins or Coastal systems and landscapes
Section B: either Hazards or Contemporary urban environments
Multiple choice, short answer, extended response (18 marks)
(Total 80 marks)
40 marks
Component 2: Human geography and geography fieldwork investigation
Section A: either Global systems and global governance or Changing places
Section B: Geography fieldwork investigation and geographical skills
(Total – 80 marks)
Add a bit more in about question types - refer to SAMS. 19
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24. Fieldwork
AS specifications require students to undertake a minimum of 2 days of fieldwork. Awarding organisations must require evidence of this fieldwork in the form of a written statement from centres.
This fieldwork must be undertaken in relation to processes in both physical and human geography (some, but not all of this, may be within the context of people-environment questions and issues).
2 days is a requirement not a recommendation. 4
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25. AS Fieldwork Assessment
Fieldwork is assessed in Section B of Paper 2. Section B also includes the assessment of geographical skills and overall this section comprises 25% of the AS.
Geographical skills can also be assessed across any part of paper 1 or paper 2.
Students will not be asked to hand in a completed enquiry, although for the examination they do need to be familiar with all the stages of fieldwork based enquiry.
Questions could be asked so as to test the candidates’ general understanding of the fieldwork enquiry process and/or they could ask for specific details of each candidate’s own individual fieldwork enquiry.
2 days is a requirement not a recommendation. 4
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26. AQA ongoing support and resources AQA/subjects/geography/skip to (subject level)/draft spec/teaching resources
General
A-Level
AQA website
Summary of Changes
e-AQA/Secure Key Materials (SKM)
Switching Guides
Enhanced Results Analysis (ERA)
Command words and Subject Specific Vocabulary
CPD training course
Exam Changes and Co-teaching Guide.
AQA family of business (Exampro, Teachit, Alfie)
Scheme of Work with embedded resource lists
Examiner Reports
2nd set of SAMS with exemplar answer and commentaries (including coursework)
Launch Events
3 AQA approved publishers (OUP, Hodder, Cambridge University Press.)
Preparing to teach Events (2016)
Digital specification, including links to lesson plans and other items.
Direct access to subject teams
Fieldwork Toolkit, Coursework Advisers and Face to Face Coursework standardisation
Thinkstock #
Slide 26
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27. Contact points for more information and guidance
Geography Subject Team:
Michelle Atherton, A-level Geography Qualifications Developer
Tel:
Teacher Support and CPD Managers:
Robert Kirkham and Marion Bristow
Tel:
(AQA Website)
Slide 27
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28. Thank you We are an independent education charity
and the largest provider of academic qualifications for all abilities taught in schools and colleges.
Our aim is to enable students to realise their potential
and provide teachers with the support and resources they need
so that they can focus on inspiring learning.
Copyright © AQA and its licensors. All rights reserved.
Follow us on