Presentation on theme: "WJEC GCSE Geography A (2014) Moderating the DME. GCSE Geography ‘strengthening’ Please check you are using the correct mark scheme for the DME. You must."— Presentation transcript:
WJEC GCSE Geography A (2014) Moderating the DME
GCSE Geography ‘strengthening’ Please check you are using the correct mark scheme for the DME. You must use the mark scheme on page 40 of the current specification and/or the mark grid currently on the WJEC website to mark work! New level descriptors for AO3 were used in 2014
So what are the key differences? Descriptors in AO3 only have been amended to: 1.Credit candidates who reference their sources accurately from level 2 (this is a new strand). 2.Comment on the limitations / bias in sources from level 3 (rather than level 4). 3.Process (rather than present) data from level 3).
What referencing is expected at lower levels? Level 1: no references OR web addresses that do not allow the reader to find the same source quickly eg ‘Google images’. Level 2: Some accuracy might mean partial references eg ‘Core Geography, Hodder text book’. OR some sources are referenced with accuracy but others are not.
What is an accurate reference? Accurate referencing is needed at levels 3 and 4: Sources should have a reference at the point at which they are used. Books need: author (year) title Websites need a URL. This could be of the specific page or the home page.
What about bibliographies? Do candidates have to use a bibliography to get into Level 4?
Recognising limitations in sources. What are the hurdles from level 3 to level 4? Level 3: The candidate recognises some limitations / bias in the sources. Level 4: The candidate identifies vested interests and reflects on the validity of the sources. DISCUSSION POINT 1 Study the two pages in the delegate pack that provide student resources on St Lucia. Identify any potential bias or limitations in these resources.
An example. For a DME based on mass tourism in St Lucia The reviews from a site such as Trip Advisor are limited because they are not representative of every tourist’s opinion and are likely to be substantially opinion rather than fact. Candidates who recognise and comment on this access level 3.
Tourist arrivals data from a government source is unlikely to be biased. The source will, however, have limitations. For example, such sources may not be up to date, with tourist arrival data missing for the most recent months or years.
The question students should ask therefore is not ‘is this representation biased’ but ‘what is its bias?’ They should be encouraged to be aware of the origin of source materials, who produced it and why.
DISCUSSION POINT 2 Study the two pages in the delegate pack that provide student resources Happisburgh. What is its bias?
Coastal erosion at Happisburgh, Norfolk A selection of views from those against protecting the coast Bias? Vested Interest?
In addition to the debate about bias and vested interest in geography, the book contains some excellent worksheets for use when using source materials (chapter 17). The section on stereotypes in geography is thought provoking (chapter 7).
Has data been presented (lower levels) or processed (higher levels)? Level 2: the candidate uses techniques to present evidence eg tables of data or photographs are used to support an argument. Levels 3 and 4: the candidate selects and uses techniques to process evidence eg photos are annotated, raw data is processed and presented as averages, rank orders or graphs.
The process of best fit Remember that matching level descriptors is a process of best fit. Ideally mark grids will be highlighted to show achievement. The moderator needs to decide whether or not the teacher’s award of a level accurately reflects achievement where a candidate is working at different levels within the AO. What do you think in each of the following cases?