1. Session 3: Skills, fieldwork and the NEA
TAG DAEARYDDIAETH |
GCE GEOGRAPHY
December 2016
Session 3: Skills, fieldwork and the NEA
Nigel Lord, Principal Examiner Unit 5

2. Content:
Practical advice on embedding the prescribed A level SKILLS into your schemes of work.
How might you go about embedding FIELDWORK in your new A level course and how will it be examined?
3. Tackling the INDEPENDENT INVESTIGATION (NEA) – do’s and don’ts.

3. The full A level must include the full range of prescribed skills
Geographical SKILLS
There is an increased emphasis on geographical skills with detailed expectations to develop both qualitative and quantitative data skills
The full A level must include the full range of prescribed skills
Be aware that calculations for standard deviation, location quotient, Gini-coefficient, Spearman Rank and Chi-square will not be required in examinations
A list of the required skills will be in packs.

4. Integrating Geographical SKILLS
Pages of the spec. map the skills according to unit – follow this guidance to best prepare for AS assessment in 2017
Listed cartographic and graphical material could be used as stimulus material in examinations
At the back of the Guidance for Teaching you will find examples of classroom skills exercises to try
Also new from Hodder…

5. FIELDWORK
You are free to choose how best to use the allocated time for fieldwork
Guidelines state that a minimum of two days fieldwork is to be completed at AS (relating to both physical and human geography)
At A-level, students should build upon the knowledge and understanding of the enquiry process gained over the two days at AS, but must complete four days (minimum) of fieldwork to prepare for the Independent Investigation

6. How might you implement field work in your centre?
Planning your FIELDWORK
How might you implement field work in your centre?
How will you meet the differing demands of A/S and A Level courses?
How should you use a field study centre? The FSC have tailor made courses for the WJEC specification.
Introducing the enquiry process
Draw attention to Opportunities for Fieldwork lists in the spec. In the FSC booklet also are some exemplars of fieldwork programmes as suggested by the FSC

7. Use ‘look and see’ fieldwork to supplement your case studies
How might you implement fieldwork at your centre?
Be creative – fieldwork is not just about getting on a bus and going somewhere
Put in a timetabling request early so that you have your A level students for a double period (afternoon preferable) – this makes organising fieldwork much easier
Use ‘look and see’ fieldwork to supplement your case studies
Work with other local schools to plan local fieldwork experiences

8. The enquiry process
The enquiry process forms a framework for application of the fieldwork and geographical skills.
Context and Planning
Data Collection
Presentation – how is the collected data presented?
Analysis and interpretation of evidence
Conclusions and how do they relate to the initial aim?
Evaluation of the whole investigation – strengths, limitations, anomalies and suggestion of improvements
This is in Page 8 of both the AS and A-level specs and is vital for prep for exam questions at AS and NEA
The aim should be to build a holistic understanding of the six stages – for AS examination and later for the NEA.

9. Assessment
How will skills and fieldwork be assessed?
At AS fieldwork will be examined as part of the Unit 2: Changing Places Examination
32 marks (20% of the AS qualification) will be awarded for knowledge, understanding and application of geographical skills and fieldwork techniques in this section
At A level these skills will be examined through the independent investigation – also called the NEA (20% of A level qualification)
Example answer on planning stage of fieldwork

10. The independent investigation must:
• be based on a question or issue defined by the student, relating to any of the core or non-core content, and bearing a title individual to that student
• incorporate field data and/or evidence from field investigations
• draw on the student's own research and/or secondary data
• require the student to independently contextualise, analyse and draw conclusions
• involve presentation of data and findings, and extended writing
Department for Education, 2014
This could then link into the NEA from here……….

11. What questions might I have about the NEA?
Tackling the Non-Exam Assessment (NEA)?
What is the NEA?
What questions might I have about the NEA?
What paperwork will need to be submitted?
With the focus on independence – what am I not allowed to do?
Where can I go for more information?

12. What is the NEA?
The Non-Exam Assessment (NEA) is an Independent Investigation and is worth 20% of the A Level.
The Independent Investigation is a written report of between 3000 and 4000 words.
This needs to be related to the specification – but could be part of the specification that the student has not personally studied.

13. What is the NEA?
The four days’ fieldwork completed as part of the course will enable students to develop skills that they can utilise in their Independent Investigation.
Students, may but are not required, to use data collected in their four days’ fieldwork as part of their Independent Investigation.
It is also possible to carry out the Independent Investigation on a separate topic with new data collected.

14. What questions might I have about the NEA?
Can I use a field studies centre?
Should I get the pupils to do the NEA over the summer?
Can I use AS fieldwork as a basis?
What questions might I have?
What research areas should I focus on?
Can I get feedback on individual titles?
Are you planning to do this as an exercise i.e. get teachers to write questions on post-its and share?
Can all my students follow the same topic?
What level of independence do I need to ensure?

15. What paperwork will need to be submitted?
Each student must present work as follows:
word processed in Arial, Calibri or Times New Roman
in font size 11 point
set out in 1.5 spacing
with all pages numbered
with candidate and center number in either header or footer on all pages
with headings on all graphs, tables, maps and photographs and keys/ legends and scales on maps

16. If applicable, internal standardisation should take place
What paperwork will need to be submitted?
Candidates’ investigations must be internally assessed and annotated to show how marks have been awarded
If applicable, internal standardisation should take place
Marks should be submitted online during late March and a sample generated
All samples should be returned with all three sections of the Independent Investigation form – authentication section, proposal section and mark grid
Indiv Investigation blank forms and exemplars will be in packs - the one for teachers to work in pairs on applying their own comments will be printed on colour paper on A3 for ease of reading and applying comments.

17. Students can work at their own pace.
Focus on Independence
‘Independent’ in the context of fieldwork does not mean working alone. Students can collect data in groups.
However, they must work independently to contextualise, analyse and report their findings to produce an Independent Investigation with an individual title.
Teachers must check titles to ensure that students can access the assessment criteria.
Students can work at their own pace.

18. What am I allowed to do? Statement Yes I am allowed No I am not
Actual answer
And notes
Can I make a resources booklet for my students to use which includes model answers and templates?
Can I advise my students about health and safety considerations and ethical concerns?
Can I check my students’ titles and tell them whether or not it is likely to meet the assessment criteria?

19. Can I make a resources booklet for my students to use which includes model answers and templates?
✖ NO
No, this is not allowed. You can explain the requirements for the task and explain the assessment criteria and structure, but you cannot provide templates, writing frames, already completed data sets as a substitute for data collection, risk and ethical assessments.

20. Can I advise my students about health and safety considerations and ethical concerns?
✔ YES
Yes, this is fine. You can and should advise on health and safety considerations, using equipment and potential ethical concerns.

21. Can I check my student’s titles and tell them whether or not it is likely to meet the assessment criteria?
✔ YES
Yes, in fact this is something that you must do. You can also offer general guidance on any amendments which are needed to the title.

22. Can I encourage students to collaborate to plan methodologies and sampling strategies?
✔ YES
Yes, students can collaborate with each other to plan their methodologies and sampling strategies.

23. Am I able to mark the first draft of my students’ independent investigation and give specific and individual guidance?
✖ NO
You can give guidance at the planning stage on the methodology and analytical tools that the student plans to use, but guidance must remain generic.

24. Can I provide students with a theme or a list of themes for them to choose for their independent investigation?
✔ YES
Yes, you can select the fieldwork location and provide students with one or more themes for them to choose from.

25. Students can work in small groups to collect primary fieldwork data for their independent investigations.
✔ YES
Yes, students can collect data individually but they can also collect data in small groups. Some techniques are impossible to carry out unless students are working in groups (e.g. beach transect!) and there is also the health and safety aspect to consider.

26. Focus on Independence
Students can work in small groups to collect secondary data for their independent investigations.
✖ NO
This is not allowed. Secondary data may not be necessarily relevant to the independent investigation. However, if it is, then data collection must be carried out completely independently. Students must select secondary sources of data on their own and cannot use resources given to them by other people.

27. Can I create a list of 10 or more titles for students so that they can select their individual titles from this list?
✖ NO
No, you are not allowed to do this. You can select a theme or themes for the students to investigate but you cannot create a list of titles (however long!) for them to select their title from.

28. Can I allow students to take their work home with them to work on?
✔ YES
Yes, students can take their work home with them to work on. However, you must make it clear to students that any evidence of parents or siblings helping them will be regarded as malpractice.

29. Can I give students as long as I like for them to complete their independent investigation?
✔ YES
Yes, (in theory). Students are encouraged to work at their own pace and so may take varying amounts of time. However, bear in mind that this is worth 20% of the qualification and you have the rest of the course to get through.

30. Students can work in small groups to present, interpret and draw conclusions from their data.
✖ NO
This is not allowed. Students must work completely independently on the presentation and interpretation of their data. They must also work completely independently to draw conclusions from their data and to evaluate their investigation.

31. ✔ YES Can I let students share resources with each other?
Yes, students can share resources but these must be treated individually by each student and students must not copy each other’s work in any way.

32. Can I allow students in my class to have exactly the same titles?
✔ YES
Yes, but you need to make sure that students have devised their hypothesis, questions and focus (sub-questions) independently but students may have the same or similar titles.

33. Use the mark scheme to set a level and mark for this piece of work
Using the mark scheme effectively….
In your packs you will find a copy of the Evaluation section from a past Individual Investigation into Microclimates in the town of Llanelli
Use the mark scheme to set a level and mark for this piece of work
This investigation has been placed in full on our website. Here you can view examiner comments on all six stages of the enquiry – linked to the NEA mark scheme

34. Can I get feedback on individual titles?
There is a long list of possible titles in the specification (Appendix C).
Should you wish to have any title commented upon further – please send them to your GCE Subject Officer who will be able to make general comments on suitability and breadth of your study area.

35. Where can I go for more information?
A Joint Board Committee is currently writing a series of common questions and answers, which will be published in the near future.
These will also be available on the WJEC Eduqas web site.
JCQ Exams Office also provide some helpful information and support.

36. Cwestiynau? | Any Questions?
Cysylltwch â’n Swyddogion Pwnc arbenigol a thîm cefnogaeth weinyddol eich pwnc os oes gennych unrhyw gwestiynau.
Contact our specialist Subject Officers and administrative support team for your subject with any queries.
GCE Subject Officer: Erin Roberts
Ebost/
Ffon/Tel:
@wjec_cbac
cbac.co.uk / wjec.co.uk