1. WJEC Eduqas GCSE (9-1) Geography Preparing for Component 3 Andy Owen

2. Our aims Quality fieldwork experiences that engage learners in the whole enquiry process. This experience is embedded in the learning process; For all students to move towards independent work while being supported in a framework; For students to relate the unique experiences of fieldwork to their wider geographical understanding – this will be assessed in Part C.

3. Closed taskFramed enquiryIndependent enquiry Questions A task is presented. Questions are not explicit. Enquiry questions are selected by teacher but are explicit. Students decide enquiry questions, framed by teacher input. Data Decisions about fieldwork procedure are made by teachers. Data is presented as authoritative evidence. Decisions about fieldwork procedure are made largely by teachers. Data is presented as information to be interpreted. Students are involved in key decisions about fieldwork procedure and data sources. Making sense Activities devised by teacher to achieve pre- determined objectives. Students follow instructions. Methods of representation are open to discussion and choice. Analysis is independent. Students independently analyse evidence and make decisions / reach conclusions. Reflection Predictable outcomes.Students discuss what they have learnt; different outcomes. Students consider the validity of evidence / reliability of data and methods. Progression from GCSE to A level Based on an idea by Margaret Roberts

4. Key pages of the specification Page APage B An overview of the component2118 Six stages of the enquiry process2219 Methodological approaches2421 Conceptual approaches25-2622-23 The fieldwork statement2825 Mathematical and statistical skills30-3127-28

5. pose questions collect data process & present data apply wider understanding draw conclusions evaluate the process The six stages of the enquiry process See page 22 in A 19 in B

6. What will we assess? The paper is one hour 30 minutes The first 36 marks assess fieldwork The final 36 marks assess the application of understanding of the geographical concept to a wider UK context There is a separate resource booklet for Part C Part A Methodology 18 marks Own fieldwork Novel contexts Part B Concepts 18 marks Own fieldwork Novel contexts Part C Application to broader UK context 36 marks A judgement is made What does the paper look like?

7. There is an expectation that learners should experience both human and physical fieldwork. For example, if one fieldwork were to focus on the physical processes of a river or coastline then the other fieldwork experience should investigate human geography set in an urban or rural context. Ideally fieldwork will investigate the interaction between human and physical geography. How should coastal communities on the North Norfolk coastline be protected from sea level rise? What are the positive and negative impacts of tourism on the economy and environment of Castleton in Derbyshire? Which land uses in Shrewsbury are most vulnerable to river flooding? Two contrasting environments?

8. The requirement is that learners experience two fieldwork experiences in contrasting environments. Amount of time is not regulated or specified. There are various models: 1.One day of fieldwork in which the set methodology is used in the morning and the set concept is investigated in the afternoon. 2.Two separate days of fieldwork with a gap of a few weeks between the two trips. 3.A residential fieldtrip of two or more days. Do I have to offer two days of fieldwork? Models 2 and 3 allow time for reflection and evaluation within the enquiry process

9. 1 Introduce students to location through virtual fieldwork using Google Street View 2 Create opportunities for students to be involved in planning and preparation prior to the fieldwork: Posing questions Making predictions 3 Use school grounds to rehearse data collection. The actual fieldtrip must be outside the school grounds Preparation for fieldwork

10. Gain some curriculum time? Use homework for data processing and presentation. There are no longer any controls. Gaining curriculum time

11. How does the fieldwork relate to wider understanding. Is the study area typical or atypical? How could the concept be investigated in another context? Applying understanding

12. Two pieces of fieldwork provide opportunities for evaluation of the enquiry process: designing, presenting, analysing, reflecting and evaluating and learning new mathematical techniques. Lessons learned in the first fieldwork can be applied to the second enquiry Metacognition: how did I learn?

13. How should students prepare for an examination? Some form of written outcome seems essential. Should they keep a portfolio of notes – with an emphasis on the process - or a produce fully written report? Opportunities for skills development in designing, presenting, analysing, reflecting and evaluating and learning new mathematical techniques Emphasis on process or output?

14. Year of award Methodological approach Conceptual framework 2018 Use of transectsSpheres of influence 2019 Measurement of flowsMitigating risk 2020 Qualitative surveysSustainable communities

15. Methodological approaches: four approaches in one physical enquiry Qualitative surveys: Annotation of a photo or field sketch. Perception of environmental quality Change over time: Use of old photos. Use of data collected during previous fieldwork Measurement of flow: Measure velocity and calculate discharge Use of transect: Across the channel to measure cross section or across a point bar to investigate sorting An investigation into downstream changes

16. Qualitative surveys: Annotation of a photo or field sketch. Perception of environmental quality Change over time: Use of old photos. Use of data collected during previous fieldwork Measurement of flow: Traffic flow and noise Use of transect: From the CBD into the suburbs to consider factors that influence urban quality of life An investigation into quality of life Methodological approaches: four approaches in one human enquiry

17. Urban environment: Spheres of influence of retailing or patterns of commuting Coastal environment: Spheres of influence of a coastal honeypot or resort The same environments can be used each year. The task can be tweaked to focus on the set conceptual approach Conceptual approach: Spheres of influence

18. Conceptual approach: Mitigating risk Urban environment Creating safer urban environments: best route for new cycle lanes, or perception of pedestrian zones, CCTV Coastal environment Analysing coastal management strategies to reduce risk of erosion or flooding The same environments can be used each year. The task can be tweaked to focus on the set conceptual approach

19. Urban environment Use of Egan’s wheel to analyse features such as security, transport, jobs and inclusiveness Coastal environment Analysing vulnerability of coastal communities to flood risk Conceptual approach: Sustainable communities The same environments can be used each year. The task can be tweaked to focus on the set conceptual approach

20. Planning a three year cycle Your task: Using your favoured context (eg coasts, retail, rivers) can you design a task that will address the conceptual approach over the first three cycles that will require minimal change.

21. Any questions? Contact GCSE Geography Subject Officer: Andrew Owen andrew.owen@eduqas.co.uk Follow on Twitter: @eduqas Visit the website: www.eduqas.co.uk