New A level geography: key changes and challenges Alan Kinder, Chief Executive Geographical Association

Academic views ‘ Academic writing, self-directed study, independent inquiry & critical thinking skills are weaknesses of undergraduates when they begin degree level study’

TeachersAcademics Fieldwork Processes Balance of Physical and Human Less Choice Sense of Discipline More Choice Rigour in Physical Geography Progression from GCSE Embedded Skills Contemporary and Engaging Modern Geography Independent Research People-Environment Suitable for a diversity of learners Local Content GIS/Big Data/spatial data Numeracy A level content – views from the geographical community

ALCAB: Key areas of discussion Progression from new GCSE and preparation for further study, retaining accessibility Areas not well covered (physical process, cultural geography, spatial analysis & quantitative skills?) Balancing breadth, depth & choice Centrality of fieldwork Co-teaching AS/A-level

A level content headlines Core content 60% Two core physical and two core human themes (one each for AS) plus geographical skills At least half non-core content to address people-environment questions and issues Minimum 2 AS fieldwork days, 4 A level days ‘New’ human content e.g. identity and belonging Greater rigour in physical systems and processes

A level assessment Headlines AS decoupled A level independent investigation incorporates fieldwork and research A level NEA 20% AS level 100% terminal exam New objectives Assessment objectives 1.Demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change, at a variety of scales. 2.Apply knowledge and understanding in different contexts to analyse, interpret and evaluate geographical information and issues. 3.Use a variety of relevant quantitative, qualitative and fieldwork skills...

Water and carbon cycles Stores, pathways and processes – e.g. decomposition, runoff generation Climate change as a link between systems Varied approaches – physical themes, water/energy security, global systems, life support systems

Landscape systems Drylands, coastal or glaciated incl. non UK (can include coastal dunes) Geomorphological processes - flows of energy and materials create specific landforms Landscape character, evolution and climate change Human activity and landscape A view from the drylands, Goudie, Geography 1994 (3)

Global systems and governance Systems: trade; development/life expectancy; migration Governance: global commons, human rights; sovereignty Economic, political, social, environmental interdependence Stability, growth and development but also inequalities, conflicts and injustices Unequal power relations and geopolitics Norms laws and institutions regulating and reproducing global systems Taking on the world – Massey, Geography, spring

Changing place, changing places Local place and at least one further contrasting place Relationships and connections: Demography/culture, economic change/social inequality or food production Meanings and representations: place making/marketing, cultural/artistic approaches or lived experience of place

Geographical skills Well-evidenced conclusions and extended written argument Interviews, coding and ethical issues Data - qualitative, quantitative, ‘big’ and geo- located Descriptive & inferential statistics & correlation Sampling, measurement and errors /conductingstatisticaltestsforfieldwork /conductingstatisticaltestsforfieldwork

Fieldwork AS – exam only physical and human geography field research questions observe and record phenomena devise and justify practical approaches apply existing knowledge and concepts to the field coherent analysis of findings A level – 20% NEA independent investigation (any focus) question or issue defined and developed by the student data collected individually or in groups draw on the student's own research and/or secondary data independently contextualise, analyse and draw conclusions

Knowledge ▫ Progression to A level in terms of concepts and new material ▫ Changing Place(s) - challenge for teachers trained pre 1990? ▫ Elements of carbon cycle may be new. Practice ▫ How to teach big data and spatial data ▫ How to manage independent investigations and fieldwork Implications for schools

Place progress? KS3 ‘acquire locational knowledge and use detailed place-based exemplars’ GCSE - use locational contexts, understand geographical links and demonstrate overview knowledge of the UK A level explore place as a concept understand place processes global processes/systems landscape character/formation ationalcurriculum/assessment/

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