AS/A level Geography from 2016 Preparing to teach Session 2

Course outline 11:00 – 12:30 Fieldwork and NEA arrangements An overview - Structure, how to organise and teacher guidance Fieldwork - How to arrange and teach it (FSC) Independent investigation – What might one look like? (including marking exercise) Workshop – Opportunities and challenges + feedback – what might teachers do (locations, tasks etc)

AS students must complete two days of fieldwork (spec: ‘the equivalent of at least 2 days’) A level students must complete four days of fieldwork (spec: ‘the equivalent of at least four days’) Fieldwork must be carried out equally in relation to both physical and human geography topics Centres will be required to sign a fieldwork declaration form to verify that these requirements have been met Fieldwork 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. The weakest examples from Controlled Assessment The best examples from Controlled Assessment Where A level students will have to be from 2016 Investigations based on fieldwork

Creating a need to know Asking questions to:  Identify issues / problems  Be creative  Hypothesise  Make links with existing geographical knowledge Acknowledgement: Margaret Roberts GCE Component 4 : Independent Investigation

Creating a need to know Asking questions to:  Identify issues / problems  Be creative  Hypothesise  Make links with existing geographical knowledge Using data Using primary & secondary data to:  Locate / contextualise the enquiry  Collect evidence  Select evidence  Represent the evidence Acknowledgement: Margaret Roberts

Creating a need to know Asking questions to:  Identify issues / problems  Be creative  Hypothesise  Make links with existing geographical knowledge Using data Using primary & secondary data to:  Locate / contextualise the enquiry  Collect evidence  Select evidence  Represent the evidence Making sense Query the evidence to:  Analyse  Recognise relationships  Reach conclusions  Make decisions / solve problems  Relate findings to existing knowledge Acknowledgement: Margaret Roberts

Creating a need to know Asking questions to:  Identify issues / problems  Be creative  Hypothesise  Make links with existing geographical knowledge Reflecting on learning To be critical in relation to:  Data sources  Techniques used / sampling strategies  Stakeholder views  How the enquiry could be improved  The value of what was learnt Using data Using primary & secondary data to:  Locate / contextualise the enquiry  Collect evidence  Select evidence  Represent the evidence Making sense Query the evidence to:  Analyse  Recognise relationships  Reach conclusions  Make decisions / solve problems  Relate findings to existing knowledge Acknowledgement: Margaret Roberts

9 GCE Component 4 : Independent Investigation Six stages of enquiry 1.Context & Planning 2.Data collection 3.Presentation 4.Analysis 5.Conclusion 6.Evaluation

10 Fieldwork at GCE The aims/title of the investigation, secondary information/research and the analysis, evaluation and conclusions must be the student’s own There is no prescription at A level other than the requirement that the investigation must link to the specification (any theme) which may therefore be either human, physical or people-environment Possible areas of study (Appendix of specification) All awarding bodies have been working together and with the regulator on task setting, taking and the fieldwork declaration to ensure consistency and clarity regarding independence and appropriate teacher guidance

Fieldwork – How to arrange and teach it FSC workshop

12 Fieldwork Planning – discussion task Opportunities & challenges When is fieldwork undertaken – Year 12 or Year 13, some in both years if delivering AS? Which time of year is best? Is it ½ days, full days, school based, residential? One task per location or find one location to deliver selection of tasks? What local locations might be good for multi-purpose experiences? How and when to teach the theory? Fieldwork introduction mini-unit or embedded throughout the course? What are the opportunities available in the local area? Use a fieldwork centre?

Non Examined Assessment What might one look like? Marking exercise