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WJEC GCSE Geography A Developing a DME for 2015. Developing ideas.... for the DME The starting point for devising a DME Controversy / opinion / bias Specific.

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Presentation on theme: "WJEC GCSE Geography A Developing a DME for 2015. Developing ideas.... for the DME The starting point for devising a DME Controversy / opinion / bias Specific."— Presentation transcript:

1 WJEC GCSE Geography A Developing a DME for 2015

2 Developing ideas.... for the DME The starting point for devising a DME Controversy / opinion / bias Specific staff expertise Links with a planning office / stakeholder Exceptional stimulus material available WJEC website: the tasks and guidance for 2015 Opportunity for students to make a decision Opportunity for fieldwork

3 ThemeGeneric tasks for the Decision Making Exercise in A report analysing how changes to transport might help to combat climate change, which includes the candidate’s reasoned and justified decision. 3 A report analysing how successful hazard reduction strategies may be in volcanic zones, which includes … 4 A report analysing how successful strategies may be that attempt to reduce migration from rural regions of Europe, which includes … 7 A report analysing how coastal management may need to change in the future in the face of rising sea levels and coastal flooding, which includes … 8 A report analysing the best ways for a European country to prepare for extreme weather associated with high pressure which includes … 9 A report analysing the best ways to manage a tropical reef sustainably, which includes … 10 A report analysing the extent to which rural tourism can be developed sustainably which includes … 12A report analysing conflicting opinions about the use of tidal power, which includes …

4 Developing ideas.... for the DME A checklist for the DME Will candidates have the opportunity to make a decision? Is the issue topical / current – is there a futures element? Is controversy at the heart of the DME? Can a range of specific viewpoints / bias be identified? Will the task arise naturally out of the teaching programme? Will the resources available be accessible to all students? Can the task be completed within the hours allowed?

5 Preparing for the DME Long term planning about Teaching and learning What are the key concepts? What other context can I use? Have I taught students how to make a decision? Do students have data processing skills? What resources are available to populate the folder? Do I need to book the ICT room / library? Am I going to use separate lessons, or block book time? Short term planning about logistics

6 Dos and Don’ts – based on the short guidance provided with the tasks for 2015 Do choose a contentious issue where stakeholders have different opinions and vested interests. Provide opportunities for students to explain opinions and challenge bias.

7 Critically assess opinions Who has contributed? Why are they anonymous? What emotive language is used? opinion fact What geographical concepts are examined?

8 Do teach the concepts, theories and models that underpin your DME before your candidates begin to research the issue you have chosen so they can apply their knowledge to this new, unfamiliar context.

9 Do provide candidates with the opportunity to make a decision. There are three effective ways to do this: 1. Ask candidates to choose the best location (from three) for a new development eg the best site (from three or more) for a tidal barrage.

10 2. Ask candidates to choose the best option (from three or more options) to create a sustainable solution eg for a tropical rainforest DME in Borneo, ask candidates to analyse the advantages and disadvantages of palm oil plantations, selected logging and eco-tourism.

11  Conservation and restoration of the ecosystem. This includes careful monitoring of the effects of pollution and diving on the corals.  Restricting the number of divers to some fragile sites, perhaps by increasing the cost of access to the reef  Making rainforest sites, such as Bermudian Landing, much more accessible to tourists  Educating divers and tourists to be more sensitive to the needs of the environment  Allowing one area to become sacrificed to visitor pressure eg the reef at Cancun  Banning visitors from damaged sections of the reef to allow times for recovery  Banning fishing on sections of the reef that have suffered overfishing  Spreading visitors over a wider area so that their impact on each section of reef is minimized  Offering alternative employment to fishermen, eg as visitor guides CORAL REEF DME

12 3. Ask candidates to make a yes/no decision based on evidence presented by three or more different groups who have a vested interest eg. for a renewable energy DME ask candidates to decide if a new wind farm should be built in mid Wales.

13 Do encourage candidates to consider the sustainability of their chosen option. What are likely to be the longer term effects of their decision on people, the economy and the environment? –In the short term … –In the long term … –Group A will benefit because … –The environment will be damaged by … –Option A causes less social problems than option B because …

14 Who are making decisions about change – raising questions about the involvement of local communities or the imposition of decisions from above. How will the environment be affected? Will jobs be created or lost? Will local people benefit? What kinds of skills? How will people be affected? Will the local community benefit? Teach methods of decision making

15 Justifying a decision may require support but writing frames must not be used. Support students by practicing the skill during normal teaching and learning. Basic structureThis section could include: What is the problem? Is there any evidence (consider the raw data on visitor numbers) of mass tourism in St Lucia? What attracts the tourists? What problems are caused by mass tourism? What are the options? What are the advantages and disadvantages of each option? How might each option affect people / environment? What consequences might each option have in the short / long term? What do people think (consider bias) about the option? Who are the stakeholders? What is my decision? Which is the best option? Can the options be prioritised? How would my decision affect stakeholders? Why is this option better than the others? Why is my decision better for people / environment? Is my decision more sustainable? Is my decision based on firm / valid evidence?

16 To conclude: what are the key issues?  Do candidates have the opportunity to make a decision:  Analyse  Choose / prioritise  Justify  Do students have the opportunity to consider bias and / or opinion of stakeholders?  Have you provided data in the resource pack so that candidates demonstrate processing / presentational skills?


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