1. From field experience to success in the new GCSE examinations
Session Aim
To explore the changing nature of field experience questions in the new GCSE examination papers.
Presented by Mike Simmons on behalf on the Assessment and Examinations Special Interest Group

2. Timeline Changes to Assessment
September
2015
January
2016
September
2016
June
2017
September
2017
June
2018
Beginning of life without levels
Life without levels in full swing. Mid year assessments and reporting process.
Some GCSEs
First teaching of new specifications for GCSE, AS and A Level qualifications. Year 10 and Year 12
Examination of pre-existing specifications for Year 11 and Year 13.
First Examination of Year 12 AS level.
Continued teaching of new specification.
Second Year of GCSE and A level content
First Examination of new specification for Year 11 and Year 13.
The Changing Nature of Geography Provision 2015 – 2017 and beyond

3. What are the Different Stages of Enquiry?
Geographical Inquiry
Data Collection
Data Processing and Presentation
Analysis and Interpretation
What are the most common steps of fieldwork enquiry?
Conclusions
Evaluation

4. Assessment and Non-Examination Requirements
Awarding Body
GCSE Requirements
AS Level
A2 Level
AQA
2 days – Examination Based
1. Suitable question for geographical enquiry
2. Selecting, measuring and recording data appropriate to
the chosen enquiry
3. Selecting appropriate ways of processing and presenting
fieldwork data
4. Describing, analysing and explaining fieldwork data
5. Reaching conclusions
6. Evaluation of geographical Enquiry
2 days - Examination Based
4 days – Investigation Report
Investigation Area 1: Introduction and preliminary research
Area 2: Methods of field investigation
Area 3: Methods of critical analysis
Area 4: Conclusions, evaluation and presentation
What are the differences between GCSE and A level?

5. Assessment and Non-Examination Requirements
Awarding Body
GCSE Requirements
AS Level
A2 Level
OCR
Geography A
2 days – Examination Based
i. understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the
geographical enquiry processes appropriate to investigate these
ii. understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of
Measurement
iii. processing and presenting fieldwork data in various ways including maps, graphs and diagrams
iv. analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories
v. drawing evidenced conclusions and summaries from fieldwork transcripts and data
vi. reflecting critically on fieldwork data,
methods used, conclusions drawn and
knowledge gained.
4 days – Investigation Report
a) define the research questions which underpin field investigations
b) research relevant literature sources and understand and write up the theoretical or comparative
context for a research question
c) observe and record phenomena in the field and devise and justify practical approaches taken in the
field including frequency/timing of observation, sampling, and data collection approaches
d) demonstrate practical knowledge and understanding of appropriate field methodologies
e) implement chosen methodologies to collect data/information of good quality and relevant to the topic
under investigation
f) demonstrate knowledge and understanding of the techniques appropriate for analysing field data and
information and for representing results, and show ability to select suitable quantitative or qualitative
approaches and to apply them
g) demonstrate the ability to interrogate and critically examine field data in order to comment on its
accuracy and/or the extent to which it is representative, and use the experience to extend
geographical understanding
h) apply existing knowledge, theory and concepts to order and understand field observations
i) show the ability to write up field results clearly and logically, using a range of presentation methods
j) evaluate and reflect on fieldwork investigations, explain how the results relate to the wider context
and show an understanding of the ethical dimensions of field research
k) demonstrate the ability to write a coherent analysis of fieldwork findings in order to answer a specific
geographical question and to do this drawing effectively on evidence and theory to make a well-argued
case.

6. Assessment and Non-Examination Requirements
Edexcel
2 days – Examination Based
1 Understanding of the kinds of question capable of being investigated through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these.
2 Understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement.
3 Processing and presenting fieldwork data in various ways including maps, GIS, graphs and diagrams (hand drawn and computer-generated).
4 Analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories.
5 Drawing evidenced conclusions and summaries from fieldwork transcripts and data.
6 Reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained.
4 days – Investigation Report
To be based on a question or issue defined and developed by the student individually to address aims, questions and/or hypotheses relating to any of the compulsory or optional content
● incorporate field data and/or evidence from field investigations, collected individually or in groups
● draw on the student's own research, including their own field data and, if relevant, secondary data sourced by the student
● require the student independently to contextualise, analyse and summarise findings and data
● involve the individual drawing of conclusions and their communication by means of extended writing and the presentation of relevant data.
What are the differences between GCSE and A level?

7. What are the differences between GCSE and A level?
Assessment and Non-Examination Requirements
WJEC
2 days – Investigation Report
1.1 What is the geographical enquiry process?
1.2 How is evidence collected?
1.3 How can evidence be processed and presented?
1.4 How can evidence be analysed and how do patterns and trends evidenced by fieldwork relate to wider geographical knowledge and
understanding?
1.5 What conclusions may be drawn from fieldwork enquiries?
1.6 What evaluative techniques should be applied to the enquiry process?
4 days – Investigation Report
1. Context and planning – what is the geographical enquiry process?
2. Data collection – how is data and information
(evidence) collected?
3. Presentation and display – how is the collected data and information presented?
4. Analysis and interpretation of findings – how can
the evidence be analysed?
5. Conclusion – what conclusions can be drawn and
how do these relate to the initial aim of the enquiry?
6. Evaluation of the whole investigation – what evaluative techniques should be applied to the enquiry process?
What are the differences between GCSE and A level?

8. What are the Different Stages of Enquiry?
Geographical Inquiry
Data Collection
Data Processing and Presentation
Analysis and Interpretation
What are the most common steps of fieldwork enquiry?
Conclusions
Evaluation

9. In a hierarchical system, which requires the most:
a) Students independence
b) Time Taken
c) Effort to Complete
Geography Guru: How would you organise this for the amount of marks available in examinations for each section?
Geographical Inquiry
Data Collection
Data Processing and Presentation
Analysis and Interpretation
Conclusions
Evaluation

10. Student Independence Time Taken Effort to Complete Comment: Comment:

11. Timeline Changes to Assessment
September
2015
January
2016
September
2016
June
2017
September
2017
June
2018
Beginning of life without levels
Life without levels in full swing. Mid year assessments and reporting process.
Some GCSEs
First teaching of new specifications for GCSE, AS and A Level qualifications. Year 10 and Year 12
Examination of pre-existing specifications for Year 11 and Year 13.
First Examination of Year 12 AS level.
Continued teaching of new specification.
Second Year of GCSE and A level content
First Examination of new specification for Year 11 and Year 13.
The Changing Nature of Geography Provision 2015 – 2017 and beyond

12. How do you prepare students to be successful in summative assessments?
Mark Schemes
Past Paper Questions
Examiner’s Reports
How do you prepare students to be successful in summative assessments?
Legacy Specifications
Will this legacy material now become redundant?

13. Legacy Specifications
Past Paper Questions
Legacy Specifications
Mark Schemes
Examiner’s Reports
Why would these now be redundant? Many of the questions are still assessing good geography knowledge.
This will possibly be the least useful but may still provide an area for support if required.
For the majority of the content this still shows how the progression of knowledge develops.
For the majority of the content this still shows how the examiner wants to see the development of students responses.

14. What words do we use to set questions in our lessons?

15. More suitable for lower key stages?

16. More suitable for higher key stages?

17. How many command words for fieldwork related questions you think there are across the awarding bodies for Geography GCSE and AS level? 3 5 7
10+

18. Label To what extent Circle Find Suggest how Examine Complete Analyse
Low Level Response Questions
(Lower Order Thinking)
Medium Level Response Questions
(Progressive Order Thinking)
High Level Response Questions
(Higher Order Thinking)
Extension: Are there any that appear more frequently in the fieldwork examination questions?
Label
To what extent
Circle
Find
Suggest how
Examine
Complete
Analyse
Summarise
Compare
Shade
Comment on
Select
Justify
Suggest why
Choose
Evaluate
Contrast
Describe
Define
Give
Discuss
Suggest Reasons
What
Explain
Put
With reference to
State
Give reasons
Identify
Discuss
Choose
Assess
Underline
Name

19. Label To what extent Circle Find Suggest how Examine Complete Analyse
Low Level Response Questions
(Lower Order Thinking)
Medium Level Response Questions
(Progressive Order Thinking)
High Level Response Questions
(Higher Order Thinking)
Extension: Are there any that appear more frequently in the fieldwork examination questions?
Label
To what extent
Circle
Find
Suggest how
Examine
Complete
Analyse
Summarise
Compare
Shade
Comment on
Select
Justify
Suggest why
Choose
Evaluate
Contrast
Describe
Define
Give
Discuss
Suggest Reasons
What
Explain
Put
With reference to
State
Give reasons
Identify
Discuss
Choose
Assess
Underline
Name

20. Examination Marks Available
Effort to Complete
There isn’t actually a positive correlation between marks in past/specimen papers and specific parts of the Geographical Enquiry process.

21. Geographical Enquiry
Low Level Response Questions (Lower Order Thinking)
Circle Label Choose Find Select Put Name Underline Give Shade State
Medium Level Response Questions (Progressive Order Thinking)
Suggest why What Identify Define Choose Describe With reference too Summarise Contrast
The factors that need to be considered when selecting suitable questions/hypotheses for geographical enquiry.
The geographical theory/concept underpinning the enquiry.
Appropriate sources of primary and secondary evidence, including locations for fieldwork.
The potential risks of both human and physical fieldwork and how these risks might be reduced.
High Level Response Questions
(Higher Order Thinking)
Analyse
Explain
Compare
Examine
How useful
Evaluate
Comment on
Suggest how
Give reasons
To what extent
Suggest reasons
Assess
Discuss

22. Have a go at writing yourself some practice questions for each stage of the geographical inquiry process.

23. Geographical Enquiry
Low Level Response Questions (Lower Order Thinking)
State
Label
Circle
The factors that need to be considered when selecting suitable questions/hypotheses for geographical enquiry.
The geographical theory/concept underpinning the enquiry.
Appropriate sources of primary and secondary evidence, including locations for fieldwork.
The potential risks of both human and physical fieldwork and how these risks might be reduced.
Medium Level Response Questions (Progressive Order Thinking)
Suggest why
Summarise
Describe
Higher Level Response Questions (Higher Order Thinking)
Give reasons
Comment on
How useful

24. Data Collection Difference between primary and secondary data.
Low Level Response Questions (Lower Order Thinking)
State
Label
Circle
Difference between primary and secondary data.
Identification and selection of appropriate physical and human data.
Measuring and recording data using different sampling methods.
Description and justification of data collection methods.
Medium Level Response Questions (Progressive Order Thinking)
Suggest why
Summarise
Describe
Higher Level Response Questions (Higher Order Thinking)
Give reasons
Comment on
How useful

25. Data Presentation
Low Level Response Questions (Lower Order Thinking)
State
Label
Circle
Appreciation that a range of visual, graphical and cartographic methods is available.
Selection and accurate use of appropriate presentation methods.
Description, explanation and adaptation of presentation methods
Medium Level Response Questions (Progressive Order Thinking)
Suggest why
Summarise
Describe
Higher Level Response Questions (Higher Order Thinking)
Give reasons
Comment on
How useful

26. Data Analysis
Low Level Response Questions (Lower Order Thinking)
State
Label
Circle
Description, analysis and explanation of the results of fieldwork data.
Establish links between data sets.
Use appropriate statistical techniques.
Identification of anomalies in fieldwork data
Medium Level Response Questions (Progressive Order Thinking)
Suggest why
Summarise
Describe
Higher Level Response Questions (Higher Order Thinking)
Give reasons
Comment on
How useful

27. Low Level Response Questions (Lower Order Thinking)
State
Label
Circle
Conclusions
Draw evidenced conclusions in relation to original aims of the enquiry.
Medium Level Response Questions (Progressive Order Thinking)
Suggest why
Summarise
Describe
Higher Level Response Questions (Higher Order Thinking)
Give reasons
Comment on
How useful

28. Evaluations Identification of problems of data collection methods.
Low Level Response Questions (Lower Order Thinking)
State
Label
Circle
Evaluations
Identification of problems of data collection methods.
Identification of limitations of data collected.
Suggestions for other data that might be useful.
Extent to which conclusions were reliable.
Medium Level Response Questions (Progressive Order Thinking)
Suggest why
Summarise
Describe
Higher Level Response Questions (Higher Order Thinking)
Give reasons
Comment on
How useful

29. Low Level Response Questions (Lower Order Thinking)
High Level Response Questions (Higher Order Thinking)
Medium Level Response Questions
(Progressive Order Thinking)

30. Low Level Response Questions (Lower Order Thinking)
High Level Response Questions (Higher Order Thinking)
Medium Level Response Questions
(Progressive Order Thinking)

35. AQA
Identify two data collection techniques (2)
Complete the isoline (1)
Describe the pattern of pedestrian flow (1)
Explain why the pattern of pedestrian flow shown in Figure 8 may not be accurate. (2 marks)
Suggest one way in which the data collection technique in Figure 9 could be adapted to make the sample more reliable. (1)
Using the data in Figure 9, calculate the interquartile range (1)
Describe the pebble size data shown (1)
Explain the advantage(s) of the location(s) used for your fieldwork enquiry. (2)
Justify one primary data collection method used in relation to the aim(s) of your physical geography enquiry (3)
Assess how effective your presentation technique(s) were in representing the data collected in this enquiry. (6)
to what extent were results of this enquiry helpful in reaching a reliable conclusion(s) (9)

36. OCR A
Explain the suitability of one key question or hypothesis that you chose to help answer your fieldwork question for investigation. Key question/hypothesis (4marks)
Evaluate to what extent one method you used to collect your primary fieldwork data was a success. (6marks)
Explain how your fieldwork conclusions improved your understanding of a geographical question or issue (6marks)

37. Edexcel
Explain one reason why the method (2)
Explain one possible source of error (2)
Assess the suitability of the student’s choice of sites to investigate the relationship between coastal management and coastal processes. (8)

38. Edexcel AS Level
Assess how the accuracy and reliability of your fieldwork results affected your conclusions. (9)