1. AS/A level Geography from 2016 Preparing to teach Session 1

2. Course outline Introduction and Welcome 09:30 – 10:30 Introduction to the new specification Specification content - What has been included? Second draft of specification What do we really want from each component – what will need to be taught? Workshop – Challenges and opportunities + feedback

3. Eduqas is the new brand from WJEC, offering Ofqual reformed GCSE, AS and A level qualifications for first teaching from 2016 WJEC Eduqas Geography qualifications are available to teachers in England, Northern Ireland, Isle of Man and the Channel Islands WJEC Geography qualifications are available to teachers in Wales Eduqas enables teachers to distinguish between WJEC’s current specifications, new Wales qualifications and Ofqual reformed specifications in England Introducing Eduqas

4. 4 Aims of WJEC Eduqas GCE in Geography To highlight the relevance and importance of geography in our daily lives. To promote learning opportunities that focus on current and topical issues/examples, encouraging teachers to use the latest resources/examples – drawing on a variety of sources (constantly evolving). To encourage learners to ‘think like a geographer’ by engaging them with the enquiry process To provide opportunities for co-teachability with GCE AS Geography, both in terms of content and the required days of fieldwork To comply with DfE Subject content and adopt the new thinking required by HE To provide continuity from the existing specification(s) and enable the re-use of some existing teaching materials, whilst introducing some new areas of study

5. Key Changes Linear assessments at the end of two years. Contains four components, 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 4

6. 6 Summary of Eduqas AS Geography (v2) Component 1 – CORE Changing Landscapes Coastal or Glaciated Tectonic Hazards Challenges in the 21 st Century Component 1 – CORE Changing Landscapes Coastal or Glaciated Tectonic Hazards Challenges in the 21 st Century Component 2 - CORE Changing Places Component 2 - CORE Changing Places Fieldwork Not submitted but examined in Component 2 exam paper only Fieldwork Not submitted but examined in Component 2 exam paper only

7. 7 Component 1 (AS)Component 2 (AS) Changing Landscapes 2 hours 15 mins Changing Places 1 hour 15 minutes 60 % weighting40% weighting Section A: either Coastal or Glaciated Landscapes. 2 compulsory structured questions with data response Section B: Tectonic Hazards. 1 compulsory structured question with data response and two extended response questions Section C: Challenges in the 21 st Century. (Synoptic) One extended response question with resource material drawing on AS Components 1 and 2 Section A: Changing places. 2 compulsory structured questions with data response Section B: Fieldwork investigation in Physical and Human Geography Three compulsory structured questions on fieldwork and the learner’s own fieldwork Eduqas AS Assessment Structure (v2)

8. 8 Summary of Eduqas GCE Geography (v2) Component 1 - CORE 1.Changing Landscapes - Coasts or Glaciers 2.Changing Places Component 1 - CORE 1.Changing Landscapes - Coasts or Glaciers 2.Changing Places Component 4 INDEPENDENT INVESTIGATION Component 4 INDEPENDENT INVESTIGATION Component 2 - CORE Global Systems and Global Governance 1.Water and Carbon 2.Migration and Oceans 3.21 st Century Challenges Component 2 - CORE Global Systems and Global Governance 1.Water and Carbon 2.Migration and Oceans 3.21 st Century Challenges Component 3 – NON CORE Contemporary Themes in Geography 1.Tectonic Hazards 2.Choice of four themes – two to be selected Component 3 – NON CORE Contemporary Themes in Geography 1.Tectonic Hazards 2.Choice of four themes – two to be selected

9. A Level Summary of assessment (v2) Geography Component 1: Changing Landscapes and Changing Places Written examination: 1 hours 45 minutes 20.5% of qualification Section A either Coastal or Glaciated Landscapes Section B - Changing Places. Each section is assessed through compulsory structured data response questions and one extended response question.

10. A Level Summary of assessment (v2) Geography Component 2: Global Systems and Global Governance Written examination: 2 hours 27.5% of qualification Section A - Global Systems, the Water and Carbon Cycles. Section B - Global Governance, learners are required to study processes and patterns of global migration and global governance of the Earth’s oceans. Sections A and B are assessed through compulsory structured questions and one extended response question. Section C - 21 st Century Challenges – One compulsory extended response question with resource material drawing on both A Level Component 1 and A Level Component 2

11. Summary of assessment A Level (v2) Component 3: Contemporary Themes in Geography Written examination: 2 hours 15 minutes 32% of qualification Section A Tectonic Hazards. Assessed through one compulsory extended response question. Section B – Contemporary Themes in Geography Chose two from four optional themes: Ecosystems Economic Growth and Challenge: India or China or Development in an African Context Energy Challenges and Dilemmas Weather and Climate Assessed through two essay questions chosen from four optional themes

12. Summary of assessment A Level (v2) Component 4: Non-exam assessment (3000 - 4000 words) 20% of qualification One written independent investigation based on the collection of both field and secondary data. Candidates and teachers will need compete the Geography Independent Investigation form (agreed by all Awarding bodies): Section A – Candidate declaration and Teacher declaration Section B – Proposal form Section C – Marking grid

13. 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. Specialised Concepts

14. PHYSICAL GEOGRAPHY HUMAN GEOGRAPHY Place. Scale. Systems and feedback. Risk. Resilience. Thresholds, Inequality, Identity and representation Mitigation and adaptation, Interdependence. Sustainability Causality Over-arching concepts help students make geographical connections between very different content areas: ‘thinking like a geographer’ Specialised Concepts

15. 15 ASSESSMENT STRUCTURE https://www.gov.uk/government/uploads/system/uploads/attachment_da ta/file/418413/gce-subject-level-guidance-for-geography.pdf

16. 16 CORE CONTENT for both AS and A Level (co-teachability) Changing Landscapes – Either Coastal or Glacial 1.Focus on geomorphic processes and landforms 2.Allows a range of scales to be studied 3.Human influence links specifically to process and landform 4.Allows opportunities for fieldwork in first year Changing Landscapes – Either Coastal or Glacial 1.Focus on geomorphic processes and landforms 2.Allows a range of scales to be studied 3.Human influence links specifically to process and landform 4.Allows opportunities for fieldwork in first year Changing Places 1.Range of places from urban to rural 2.Characteristics of places and how they are changing 3.Processes that are driving change 4.Issues that arise from change 5.Allows opportunities for fieldwork in first year Changing Places 1.Range of places from urban to rural 2.Characteristics of places and how they are changing 3.Processes that are driving change 4.Issues that arise from change 5.Allows opportunities for fieldwork in first year

17. Changing Landscapes Either: Coastal Landscapes The operation of the coast as a system Landforms and landscape systems, their distinctive features and distribution Factors affecting coastal processes and landforms Processes of coastal weathering, mass movement, erosion, transportation and deposition and the characteristics and formation of associated landforms The impact of human activity on coastal landscape systems

18. Changing Landscapes Or: Glaciated Landscapes The operation of the glacier as a system Climate change and the glacier budget over different time scales Processes of glacial weathering, erosion and the characteristics and formation of associated landforms Periglacial processes and the formation of associated features Glacial processes are a vital context for human activity

19. Changing Places – unfamiliar content https://www.gov.uk/government/uploads/system/uploads/attachm ent_data/file/388857/GCE_AS_and_A_level_subject_content_for _geography.pdf Changing place; changing places 16. Relationships and connections between people, the economy, society and the environment help to explain why places are constantly changing. In addition, the meanings and representations attached to places help to shape actions and behaviours affecting that place. A level specifications, and AS specifications which address this theme, must require that students undertake study of the way in which these factors (relationships, connections, meaning, representation) affect continuity and change in the nature of places and our understanding of place.

20. Changing Places – unfamiliar content https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/388857/GCE_AS_and_A_level_subject_cont ent_for_geography.pdf Changing place; changing places 17. Study must develop the required knowledge and understanding: by starting study from the local place within which students live or study and at least one further contrasting place through which to develop the required knowledge and understanding. Study must involve moving out from the local place to encompass regional, national, international and global scales in order to understand the dynamics of place. (Note that a local place may be a locality, neighbourhood or small community, either urban or rural) Additional guidance from the RGS: http://www.rgs.org/OurWork/Schools/School+Members+Area/School+Members+Area.htm http://www.rgs.org/OurWork/Schools/School+Members+Area/School+Members+Area.htm

21. Changing Places Changing place; changing places – relationships and connections Changes over time in the economic characteristics of places Economic change and social inequalities in de-industrialised urban places The 21 st Century knowledge economy (quaternary) and its social and economic impacts Urban management and the challenges of continuity and change (inc rebranding) Rural management and the challenges of continuity and change (inc rebranding)

22. Changing Places Ideas for teaching relationships, connections, meaning, representation Do I see the city as you do? Different views about the same place – blog entry (compare and contrast) My high street mood board. Compare and contrast with others in the group. What differences and why? Which best represents? Selection of photos from different parts of home community – Ask people to select which best represents the place – explain views Interviews – select different age groups, gender socio-economic groups etc. What patterns emerge? Use blogs and messageboards to interrogate views on local places eg: http://www.ilivehere.co.uk/ other useful sites include Trip Advisor or MumsNet http://www.ilivehere.co.uk/

23. Ideas for teaching relationships, connections, meaning, representation Investigating change using photos

24. Ideas for teaching relationships, connections, meaning, representation Investigating change using photos

25. Ideas for teaching relationships, connections, meaning, representation Investigating change using photos

26. Ideas for teaching relationships, connections, meaning, representation Investigating change using photos Source http://www.bigbang-promotions.com/images/cms/venues-4-1-large.jpghttp://www.bigbang-promotions.com/images/cms/venues-4-1-large.jpg

27. Ideas for teaching relationships, connections, meaning, representation Investigating change using photos http://www.littletimemachine.com/wp-content/uploads/2013/01/salford-quays-DSC_7678-Edit.jpg

28. Ideas for teaching relationships, connections, meaning, representation Investigating change – IT task 1.Students select a place in their locality (postcode areas work best) Start by taking quiz: How well do you know your local area? http://www.neighbourhood.statistics.gov.uk/HTMLDocs/dvc147/ http://www.neighbourhood.statistics.gov.uk/HTMLDocs/dvc147/ 2.Students investigate the areas using sources such as: House prices: http://www.zoopla.co.uk/house-prices/?search_source=top_nav Crime data/maps: https://www.police.uk/ Neighbourhood statistics: http://www.neighbourhood.statistics.gov.uk/dissemination/LeadHome.do%3Fa%3D3 %26i%3D1001%26m%3D0%26r%3D1%26s%3D1298463767007%26enc%3D1%2 6extendedList%3Dtrue%26nav%3DA Index of Multiple Deprivation (IMD) explorer 2015: http://dclgapps.communities.gov.uk/imd/idmap.htmlhttp://www.zoopla.co.uk/house-prices/?search_source=top_navhttps://www.police.uk/ http://www.neighbourhood.statistics.gov.uk/dissemination/LeadHome.do%3Fa%3D3 %26i%3D1001%26m%3D0%26r%3D1%26s%3D1298463767007%26enc%3D1%2 6extendedList%3Dtrue%26nav%3DA http://dclgapps.communities.gov.uk/imd/idmap.html 3.Then repeat for a contrasting location in the UK 4.Describe and explain similarities and differences

29. Ideas for teaching relationships, connections, meaning, representation Investigating change – fieldwork 1.Students visit a number of sites and take photos of each place within one area 2.Written description by student 3.How do they feel about the place +/- 4.What are other peoples views about it? 5.Why might they hold these views? 6.What evidence is there of regeneration/rebranding?

30. RESOURCE FOR TEACHERS & STUDENTS http://www.geograph.org.uk/

31. RESOURCE FOR TEACHERS & STUDENTS GeographyPage number bank http://distinctivelandscapes.org/en/distinctive- landscapes-of-the-uk/ New digital resource being developed by WJEC Supporting Changing Places

32. Tectonic Hazards Tectonic processes and hazards Volcanoes - processes, hazards and their impacts Earthquakes - processes, hazards and their impacts Human factors affecting risk and vulnerability Responses to tectonic hazards

33. 33 Co-teachability of Eduqas specification (possible delivery model) YearAS Level Geography A Level Geography 12Changing Landscapes (C1) Changing Places (C2) Changing Landscapes and Changing Places (C1) Contemporary Themes in Geography (C3) Section A AS ExamIndependent Investigation (C4) 13Global Systems and Global Governance (C2) Contemporary Themes in Geography (C3) Section B

34. 34 GLOBAL SYSTEMS Water and Carbon cycles GLOBAL SYSTEMS Water and Carbon cycles Component 2 – A Level CORE CONTENT GLOBAL GOVERNANCE Processes and patterns of global migration Global governance of the earth’s oceans GLOBAL GOVERNANCE Processes and patterns of global migration Global governance of the earth’s oceans

35. 35 Global Systems - Water and Carbon Cycles Unfamiliar content 7. A level specifications, and AS specifications which address this theme, must require students to study the physical processes which control the cycling of both water and carbon between land, oceans and the atmosphere. 8. Study must: develop the required knowledge and understanding through study of both: 1.the carbon cycle; and 2.the water cycle take place within a systems framework emphasising the integrated nature of land, earth and atmosphere ensure engagement with a range of quantitative skills within this theme, including understanding of simple mass balance, unit conversions, and the analysis and presentation of field data. Qualitative approaches may be used if appropriate https://www.gov.uk/government/uploads/system/uploads/attachm ent_data/file/388857/GCE_AS_and_A_level_subject_content_for _geography.pdf

36. 36 Component 2 – A Level CORE CONTENT Global Systems - Water and Carbon Cycles Inputs, outputs, stores and flows in the water cycle Catchment hydrology – the drainage basin as a system Precipitation and excess runoff within the water cycle Deficit within the water cycle The global carbon cycle Carbon stores in different biomes Links between the water and carbon cycles

37. 37 Global Systems - Water and Carbon Cycles Unfamiliar content Additional guidance from the RGS: http://www.rgs.org/OurWork/Schools/School+Members+Area/School+Memb ers+Area.htm http://www.rgs.org/OurWork/Schools/School+Members+Area/School+Memb ers+Area.htm Lots of useful online materials for example: Carbon cycle role play Lesson planLesson plan and Role play cards Objectives.Role play cards Students will be able to: recognise that there is a finite amount of carbon on earth. model how carbon moves around in the environment, from one place to another. identify how humans influence the carbon cycle.

38. 38 Component 2 – A Level CORE CONTENT Global Governance - Processes and patterns of global migration Globalisation, migration and a shrinking world Causes of international economic migration Consequences and management of international economic migration Causes, consequences, and management of refugee movements Causes, consequences, and management of rural-urban migration in developing countries

39. 39 Component 2 – A Level CORE CONTENT Global Governance – Earth’s oceans Global flows and governance - including people trafficking and piracy Sovereignty of the ocean resources - including geopolitical tensions and contested ownership, such as Arctic Ocean resources Managing marine environments – exploitation and sustainability Causes and consequences of ocean pollution Managing ocean pollution – including Arctic Ocean conservation, or a UNESCO marine heritage site

40. 40 Component 3 A Level (GCE) NON CORE CONTENT Compulsory Tectonic Hazards Processes Vulnerability, risk and impact Management Compulsory Tectonic Hazards Processes Vulnerability, risk and impact Management OPTION – Any two from the following: 1.Ecosystems 2.Economic Growth and Challenge: India or China or Development in an African Context 3.Energy Challenges and Dilemmas 4.Weather and Climate OPTION – Any two from the following: 1.Ecosystems 2.Economic Growth and Challenge: India or China or Development in an African Context 3.Energy Challenges and Dilemmas 4.Weather and Climate Many existing learning resources can be used Different contexts Enables study of regions

41. 41 Component 3 GCE Section A TECTONIC HAZARDS Tectonic Processes Volcanoes and their Impacts Earthquakes and their Impacts Vulnerability Responses to Hazards

42. 1.The value and distribution of ecosystems 2.The structure and functioning of ecosystems 3.Biodiversity under threat 4.Conserving biodiversity 5.Ecosystems at a local scale 6.The Arctic tundra biome 7.Sustainable use of the Arctic tundra biome Component 3 GCE Section B ECOSYSTEMS 42

43. 1.The physical background of India or China 2.The demographic, social and cultural characteristics of India or China 3.Opportunities and constraints of India’s or China’s physical background 4.The economic and political background of India or China 5.The global importance of India or China 6.Threats to the environment associated with economic growth 7.Sustainable development in India or China ECONOMIC GROWTH AND CHALLENGE INDIA OR CHINA 43 Component 3 GCE Section B

44. 1.Definitions, measures and patterns of development 2.The influence of physical factors on development 3.The influence of economic factors on development 4.The influence of political, social and cultural factors on development 5.The impact of development on the environment 6.Challenges of desertification 7.Strategies to promote development Component 3 GCE Section B DEVELOPMENT IN AN AFRICAN CONTEXT (of two or more Sub-Saharan countries) 44

45. 1.The classification and distribution of energy resources 2.Physical factors determining the supply of energy 3.The changing demand for energy 4.The global management of oil and gas 5.Problems associated with extraction, transport and use of energy 6.Energy mixes and development 7.The need for sustainable solutions to meet the demand for energy Component 3 GCE Section B ENERGY CHALLENGES AND DILEMMAS 45

46. 1.Global controls on climate 2.World’s major climate types 3.Climate and weather of the UK 4.Extreme weather events 5.Impacts and management of climatic hazards 6.Impacts of human activities on the atmosphere at local and regional scales 7.People, climate and the future Component 3 GCE Section B WEATHER AND CLIMATE 46

47. Workshop/Reflection Opportunities and Challenges Which elements do you feel confident about? Which elements will you need to do more preparation for? How might you spread the content over the two years?