GCSE Geography A and B Launch event.

GCSE Geography A and B Launch event

Agenda Introducing our new specifications Our approach
Overview of new specifications content Break Overview of assessment Support and resources Next steps Quick run through of the agenda Stress at this stage that the specification and SAMs are draft – we are still in the accreditation process, so there may be changes. In terms of when we will get accredited, we were always working with Ofqual for an autumn 2015 accreditation date and we are on course for this. Once we are accredited, we will let everyone know and hard copies will be sent out to all our current centres and those who fill out an Intention to offer form. Run through what delegates have in their packs – slides, spec, sample assessment materials (SAMs), evaluation form, certificate

Geography for all Two specifications taking the most popular approaches to school geography The right balance of breadth and depth of study Detailed content that tells you what to teach Integrated and signposted geographical skills Manageable fieldwork requirements Clear question papers, command words and mark schemes Our Thinking Geographically pedagogy supports the teaching and learning of numeracy and literacy in geographical context We’ve listened to feedback from all parts of the geography c– including hundreds of fellow teachers. We’ve used this opportunity of curriculum change to redesign qualifications that are engaging, relevant and inclusive for all geographers. The key points of our specifications that we’ll be talking to you about today are: [as on slide]

Our approach: two specifications
Clear specification structures and identities: Thematic approach split by physical/human Integrated issues approach split by scale Detailed content that tells you what to teach Integrated and signposted geographical skills A manageable approach to fieldwork with prescribed environments and data collection Clear command words and mark schemes Clear distinction between overview (larger scale) and depth (smaller scale) We have 2 draft GCSE Geography specifications Specification A offers a thematic approach split by physical and human Specification B offers an issues-based approach where the content is split by scale – UK/Global Both specifications are designed to be comparable in terms of content and assessment demand Before I move on to talk to you about the 2 specifications, please note I will tell you more about our approach to fieldwork and the assessment requirements later on (SAMs, command works and levels based mark schemes).

Overview of GCSE Geography A
Geography A: Geographical Themes and Challenges The Physical Environment The Human Environment Geographical Investigations Content overview The changing landscapes of the UK Two studies from coastal, river or glaciated landscapes Weather hazards and climate change Two studies of tropical storms and drought Ecosystems, biodiversity and management Two studies of tropical rainforests and temperate deciduous woodlands Changing cities Case studies of a UK city and a city in a developing or emerging country Global development Case study of a developing or emerging country Resource management A study of energy or water Fieldwork UK Challenges A study drawing across knowledge and understanding from The Physical Environment and The Human Environment relating to 4 key challenges facing the UK: resource consumption and environmental sustainability settlement, population and economic landscape climate change Assessment overview 37.5%; 94 marks 1 hour 30 minutes exam 25%; 64 marks As I said before, Specification A offers a thematic approach to studying geography and the content is split by physical and human geography. Three content components assessed by three papers. Component 1 = The Physical Environment, worth 37.5% of the GCSE Component 2 = The Human Environment worth 37.5% Component 3 = Geographical Investigations which includes fieldwork drawn from physical and human environments in Components 1 and 2 worth 15% of the GCSE, and a UK Challenges topic, which draws on knowledge and understanding from Components 1 and 2 and is worth 10% of the GCSE, sot he total paper is worth 25% Component 1 All students are required to study all three topics. In topic 1, you have a choice of two landscapes from three – rivers, coasts or glaciated uplands. In topic 2, all students must study tropical cyclones and drought In topic 3, students must study tropical rainforest and temperate deciduous woodlands Component 2 All students are required to study all three topics In topic 1 all students must study a case study of a UK city and a case study of a city in a developing or emerging country (e.g. Mumbai in India). You have the flexibility to choose the case studies. In topic 2, all students must study a case study of development issues in a developing (e.g. Uganda/Kenya or an emerging country e.g. India, China, Brazil). You have flexibility to choose the countries. You can nest your city study within a country, i.e. Topic 1 you do Mumbai and in Topic 2 you do India. Or you can increase breadth of place knowledge by offering a city study in a different country to your development country study. We have a link in the spec to a list of countries by our 3 definitions In topic 3, you have the choice of studying either energy or water resource management. Component 3 Fieldwork: You have choice between doing you physical fieldwork in relation to rivers or coasts, and a choice between doing your human fieldwork in relation to urban or rural environments. I will come back to our approach to fieldwork later on. UK Challenges, all students will be required to study the 4 future challenges facing the UK outlined on the slide. You can choose whether to teach UK Challenges as a separate, standalone topic at the end of Year 11, or to integrate the four prescribed challenges into your teaching of Component 1 and 2. As with all GCSEs, the guided learning hours is 120 hours over 2 years Breaking it down by component, you need to allow 45 hours for each of Components 1 and 2, so that’s approx 15 hours for each topic For Component 3 you need to allow 30 hours, so that’s approx 18 hours for fieldwork (not including your fieldtrip), and approx 12 hours for drawing out synoptic links across content from Components 1 and 2 via the prescribed 4 UK Challenges. Now we’ll look at the assessment overview. Papers 1 and 2 are each 1 hour 30 minutes Paper 3 is 1 hour 30 minutes. Paper 3 Section B UK Challenges will include geographical information about an UK issue/challenge that relates to one or more of the 4 prescribed UK Challenges. Students will have 30 minutes of reading time. Note to trainer: If you are asked about pre-release in Paper 3, Section B, you can say that current GCSE specifications were not permitted to use pre-release, Ofqual was concerned that pre-release narrows teaching to the test, teachers and examiners have feedback that pre-release undermines the aims of the assessment. The Total exam time = 4 hours 30 minutes Total marks = % SPaG (12 marks) I will tell you more about the assessment objectives, command words and question types later on.

Overview of GCSE Geography B
Geography B: Investigating Geographical Issues Global Geographical Issues UK Geographical Issues People and Environment Issues – Making Geographical Decisions Content overview Hazardous Earth Two studies of tectonic hazards and tropical storms Development dynamics A case study of an emerging country Challenges of an urbanising world A case study of a megacity in a developing or emerging country The UK’s evolving physical landscape Two studies of coastal and river landscapes and issues The UK’s evolving human landscape A case study of a dynamic UK city. Geographical investigations - fieldwork Physical: rivers or coasts Human: urban or rural People and the biosphere Forests under threat Consuming Energy Resources A decision making exercise that draws across the three topics of study and students’ conceptual knowledge and understanding from the full course of study. Assessment overview 37.5%; 94 marks 1 hour 30 minutes exam 25%; 64 marks Although it has exactly the same overall structure as specification A, Specification B offers an issues-based approach to the content and assessment AND the content is split by Global and UK scale Three content components assessed by three papers. Component 1 = Global Issues, worth 37.5% of the GCSE Component 2 = UK Issues worth 37.5% of the GCSE which includes fieldwork drawn from one physical and one human environment worth 15% of the GCSE Component 3 = People and Environment Issues – Making Geographical Decisions worth 25% of the GCSE which draws on knowledge and understanding from topic 7,8 and 9) (People and the Biosphere; Forests Under Threat; and Consuming Energy Resources) Component 1 – Global Issues All students are required to study all three topics. In topic 1, all students study tectonic hazards and tropical cyclones In topic 2, all students study development issues in an emerging country (for example a BRIC country) You have the flexibility to choose the country study. In topic 3, students must study issues of a mega city in an emerging country (e.g. Mumbai in India) or a developing country (e.g. Lagos in Nigeria). You have the flexibility to choose the city study. You can nest your city study within a country, i.e. Topic 2 you do Mumbai and in Topic 3 you do India. Or you can increase breadth of place knowledge by offering a city study in a different country to your development country study. We have a link in the spec to a list of countries by our 3 definitions Component 2 – UK issues All students are required to study rivers and coasts in the Evolving physical landscape topic and cities and urban society in the Evolving human landscape topic In the geographical investigations topic, centres have the choice of completing fieldwork in a river OR coastal environment and an urban OR rural environment Component 3 Students study all three topics: People and the Biosphere ( an overview of peoples relationship with the biosphere) Forests under Threat (studies of both tropical rainforest and the taiga ie evergreen boreal forests of Russia / North America / Scandinavia) and Consuming Energy Resources. As with all GCSEs, the guided learning hours is 120 hours over 2 years Breaking it down by component, you need to allow 45 hours for each of Components 1 and 2, so that’s approx 15 hours for each of the 3 topics in component 1 – the Global paper; and 22.5 hours per topic in the component 2, the UK paper, which includes 9 hours for teaching physical fieldwork and 9 hours for teaching human fieldwork not including the fieldtrips) For Component 3 you need to allow 30 hours for teaching the biosphere overview and ecosystems and energy topics. Now we’ll look at the assessment overview. The Total exam time = 4 hours 30 minutes Total marks = % SPaG (12 marks) I will tell you more about the assessment objectives, command words and question types later on. Component 1 = Global Geographical 37.5% Component 2 = UK Geographical Issues including fieldwork 37.5% Component 3 = Decision-making exercise always drawing across three people-environment topics relating to biosphere, forest ecosystems and energy resources – Exam structured in same way as content. People and Biosphere will target overview content. Then a section on Forest and Energy. There’s a final section in the exam “Making the geographical decision”. The DME will always be rooted in either tropical rainforest or taiga (evergreen boreal forests) Total exam time = 4 hours 15 minutes Total marks = % SPaG

Two specifications – a comparison
Same Different Three components Spec A specification organised by domain; Spec B by scale A UK paper Spec B integrated fieldwork questions Fieldwork in one paper Integrated geographical skills Spec B with a synoptic DME; Spec A with a mini UK synoptic Assessment weighting, marks and exam time Content: Glaciated landscapes in Spec A, Tectonics in Spec B Fieldwork environments The key thing is that the two specifications offer the same . This because they both fully meet the DfE content requirements for GCSE Geography and overall they have the level of content and assessment demand, but they offer two different and equally valid pathways through the content. They both have 3 components, a separate UK paper, fieldwork assessed in one paper, integrated geographical skills and choice of fieldwork environments. What’s different is the way the content is organised, Spec A by physical and human and Spec B by UK and Global scale. Spec B has integrated fieldwork questions in Paper 2. Spec B has a DME whereas Spec A has UK Challenges – both of which are assessing the ability to draw together knowledge, understanding and skills. The main differences in content are that Spec A has the choice of studying glaciated landscapes and Spec B has a compulsory study of Tectonics.

Assessment objectives
As I said earlier, Ofqual has decided on the assessment arrangements for GCSE Geography including the new assessment objectives. AO1 (knowledge) and AO2 (understanding) together are worth 40%. AO3 (application) and AO4 (skills) together are worth 60%. This emphasis on application of knowledge, understanding and skills is reflected in the demand of the assessments and the use of command words, which we’ll come to later. Fieldwork is worth 15% of the total assessment, 10% of AO3 and 5% of AO4. AO1 represents marks awarded for recall (can be standalone or integrated as part of extended responses) AO2 represents marks awarded for using concepts and making links AO3 represents marks awarded for applying knowledge and understanding to (and this is important) interpret, analyse and evaluate geographical issues AO4 represents marks awarded for (and this is important) selecting, adapting and using skills All elements of the AOs must be evidenced in every set of assessment in an examination series – question types and command words have been designed to facilitate these skills.

Assessment principles
Assessments that provide support and stretch Ramped demand within papers and across the entire qualification The same assessment structure across both specifications Command words linked to particular skills and mark tariffs Clear and consistent levels based mark schemes AO4 (skills) to be integrated into each assessment We have designed our assessments so that there is ramped demand within topics in papers, 1 mark to 8 marks, and across the entire qualficiation assessment so the final question on Spec A is 12 marks and on Spec B 12 marks. Our aim is for our assessments to be transparent and accessible for all GCSE students. To achieve this we have consistent use of command words used to elicit the same type of skills every time with the same mark tariff – in the case of extended writing.

Geography A – Assessment overview
Content Total marks Time (minutes) Max. mark tariff PAPER 1: The Physical Environment Section A: The changing landscapes of the UK 30 2 x 8 marks Section B: Weather hazards and climate change 1 x 8 marks Section C: Ecosystems, biodiversity and management 34 1 x 8 marks plus 4 SPGST marks PAPER 2: The Human Environment Section A: Changing cities Section B: Global development Section C: Resource management PAPER 3: Fieldwork and UK Challenges Section A: Geographical Investigations – physical 18 20 Section B: Geographical Investigations – human Section C: UK Challenges 28 35 plus 15 minutes of reading 1 x 12 marks plus 4 marks of SPGST In Papers 1 and 2, each paper is split into 3 sections corresponding to each topic. Each section is marked out of 30 (plus 4 marks for SPGST in Section C) and so students should spend about 30 minutes on each section. In Paper 3, Section A and B assess the physical and human fieldwork, each section is worth 18 marks and students should spend about 20 minutes on each section. Section C assesses UK challenges, this section is marked out of 24 (plus 4 marks for SPGST) and the recommended time spend on this section is 15 minutes of reading time and 35 minutes to answer the questions. This slide gives a sense of the proportion of extended writing (those question of 8 marks or more, assessed by levels-based mark schemes) in specification A, the last column is for the highest mark question. You’ll see the maximum mark tariff for fieldwork is 8 marks, and for changing landscapes of the UK is 8 marks as they do two landscapes, and the longest question in the whole qualification is the last question in Section C worth 12 marks. SPGST is 5% of total marks, 240, so 12 marks available Paper 1: 4 marks on the last question in Section C (8 marks + 4 SPGST) Paper 2: 4 marks on the last question in Section C (8 marks + 4 SPGST) Paper 3: 4 marks on the last question in Section C (12 marks + 4 SPGST)

Geography B – Assessment overview
Content Total marks Time (minutes) Max mark tariff PAPER 1: Global Geographical Issues Section A: Hazardous Earth 30 1 x 8 marks Section B: Development dynamics 34 1 x 8 marks plus 4 marks SPGST Section C: Challenges of an urbanising world PAPER 2: UK Geographical Issues Section A: The UK’s evolving physical landscape 31 25 Section B: The UK’s evolving human landscape 27 Section C1 Fieldwork in a physical environment 18 20 Section C2 Fieldwork in a human environment PAPER 3: People and Environment Issues – Making Geographical Decisions DME 64 60 plus 30 minutes reading 1 x 12 marks plus 4 marks SPGST In Papers 1 is split into 3 sections corresponding to each topic. Each section is marked out of 30. There are an additional 4 marks available for SPGST in Section B. Students should spend about 30 minutes on each section. The maximum mark tariff for each section is 8 marks which will have a levels-based mark scheme. In Section B the final extended response question will have an additional 4 marks available for SPGST. In Paper 2, Section A – physical landscapes - there questions on the rivers and coasts topic (max mark 8). It is expected that students would spend about 25 minutes on Section A. Section B is a mirror image of section A but on the human landscape – with questions on cities and urban societies (max mark 8). It is expected that students would spend about 25 minutes on Section B. In Section C1 there is one fieldwork question based on either rivers OR coasts (max mark tariff 8). In Section C2 there is one fieldwork question based on either urban OR rural (max mark tariff 8). It is expected that students would spend about 20 minutes on Section C1 and 20 minutes on Section C2. Paper 3: The Decision-Making Exercise based on the topics 7, 8 and 9 in component 3. Based on an energy issue relating to either the tropical rainforest or the taiga (ie boreal forests of Russia / North America / Scandinavia) but in an unseen location. It is expected that students will spend 30 minutes reading through the Resource Booklet and 60 minutes on the questions in Paper 3. Note to trainer: If you are asked about pre-release in Paper 3, you can say that current GCSE specifications were not permitted to use pre-release, Ofqual was concerned that pre-release narrows teaching to the test, teachers and examiners have feedback that pre-release undermines the aims of the assessment. SPGST is 5% of total marks, 240, so 12 marks available Paper 1: 4 marks on the last question in Section C (8 marks + 4 SPGST) Paper 2: 4 marks on the las (8 marks + 4 SPGST) Paper 3: 4 marks on the last question in Section C (12 marks + 4 SPGST)

Command words 1 2 3 4 8 12 Identify/State/Name * Define Calculate
Label Draw Compare Describe Explain Suggest Examine Assess Evaluate Discuss Select and justify 13 command words across both specifications – printed in the specification 2 unique command for Spec A = Examine for 8 marks and Discuss for 12 marks 1 unique command for Spec B = ‘Select an option and Justify your choice’ for 12 marks The first two rows above of command words are targeting AO1 (Identify…and define) Calculate, label, draw and compare are targeting AO4 (skills) Describe and explain are targeting AO2 (understanding) – these are capped at 4 marks because there is no analysis or evaluation expected (which is AO3) Examine, Assess and Evaluate are targeting AO3 (if there is a stimulus then AO4 marks are also involved) Discuss/Select and justify = are targeting AO3 (analysis and evaluation)

Command words and LBMS A01 AO2 AO3 AO4 Marks Geography A and B:
Assess (fieldwork) 4 8 Evaluate (fieldwork) Assess (DME) Evaluate (DME) Assess Evaluate Resource + Assess Resource + Evaluate Geography A only: Examine UK Challenges Discuss 12 Geography B only: DME Select and justify This show the different command words we can use for extended writing (using of course Levels-based mark schemes) with the weightings of marks by assessment objective. These will remain the same for the lifetime of the specification. We have done this to demonstrate how we are transparently and consistently meeting the assessment objectives. This means you can also see the proportion of the different skills required of students in extended responses so they can be clear what is required of them for each command word.

Planning the new course
Choose the same country for the development study and urban study or choose a different country for each When to carry out fieldwork – alongside content? Building in revision time Integrating the UK synoptic challenges content Case studies based on country studies delivered in KS3 There are numerous things that you may like to consider when planning your course. Nesting the urban study city in the same country that you choose for development study Carrying out fieldwork at the same time as delivering the core content – re-inforce classroom learning Integrating the UK Challenges content into the teaching of the core UK content Choosing case studies from countries that have been studied in context at KS3 – fulfilling broader contextual knowledge requirements More on all of these at our GRTT events and free resources

Supporting you through change
What you’ve told us that you need support with: Fieldwork Maths and statistics New subject content Literacy in extended writing We spoke to teachers about the impact of these changes on teaching and they told us they need support with: 1. Fieldwork: how to plan and implement engaging fieldwork experiences for your students 2. How to integrate maths and statistics into your teaching 3. To prepare you to teach new and more challenging content 4. How to support your students with their geographical literacy

Supporting you through change
Support for planning Guidance on how to construct a course Editable 2 year and 3 year course planners Mapping guides comparing the 2012 and 2016 specifications Editable schemes of work for every topic Topic booklet for every topic Support for assessment Additional specimen papers Student exemplars with commentary Mocks marking training To meet these needs we will provide support for planning and assessment. We will publish... Guidance on how to plan the course in our Getting Started Guide 2 year and 3 year GCSE course planners are available now Mapping guides comparing all the 2012 specifications to our draft 2016 specifications are available now A SoW for EVERY topic. We will be publishing these for Topic 1 Landscapes and Topic 5 Global Development first A Topic booklet for EVERY topic. Topic booklets will provide an overview, key concepts and processes that need to be taught, guidance on case studies, and ideas for teaching resources to help get you ready to teach. We will be publishing these for Topic 1 Landscapes and Topic 5 Global Development first Additional specimen papers and student exemplars will help you to get to grips with the format of the new papers and the level of demand as quickly as possible, and you will have extra materials to use with students in preparing for the exams. We will provide training on how to use the mark schemes to mark your students mock and practice tests

Free Getting Ready To Teach events
Free, face to face and online, Getting Ready To Teach training events during the Autumn term. Events specifically for the new GCSE Geography A and B specifications. Tailored for teachers planning and delivering the GCSE over 3 years. Practical guidance on how to teach new areas of subject content including extreme weather and climate change. Practical guidance on planning high quality fieldwork and integrating GIS delivered by the Field Studies Council. Guidance on understanding the new assessment requirements, fieldwork and synoptic questions.

Fieldwork for all Teacher guide to planning high quality fieldwork.
Case studies of good fieldwork practice. Free training on fieldwork planning at our GRTT events. Editable fieldwork resources Fieldwork specialists to answer your questions. Teachers told us that they need support with planning engaging fieldwork and we think it is important that all learners can engage with exciting fieldwork and outdoor learning. To achieve this we will support you in embedding high quality fieldwork into your teaching, we will provide examples of fieldwork investigations that you can adapt and will facilitate that sharing good fieldwork practice amongst teachers.

Thinking Geographically: Maths and statistics
Based on the proven approach of Pearson Maths Building confidence and fluency to master problem-solving and reasoning activities that model maths and statistical concepts in a geographical context Supporting students in strengthening, checking and testing their skills. Ensuring terminology and approach is consistent with Maths, so students can make links between subjects. Teachers told us they were concerned about the increased focus on maths and statistics in new specifications because of the impact it can have on student progress. We’re committed to supporting you to tackle barriers to progress relating to maths and statistics which is important for progression to A Level, particularly with the increased focus of quantitative data skills in GCE Geography. To achieve this our qualification support will include guidance on teaching maths skills and activities relating to the specification content, all based on the proven approach of Pearson Maths.

Thinking Geographically: literacy
Based on the proven approach of Pearson English: Grammar for Writing Working with Exeter University, our approach will help teachers support literacy in geography Exeter University will analyse student exam scripts and provide guidance on common literacy issues at all ability levels This evidence will underpin our literacy approach throughout so that students can be confident in their extended writing and make progress. With the move to a single tier of entry and the increase in extended writing in exams, teachers told us they were worried about literacy skills being a barrier to progress. With more extended writing opportunities at GCSE, and with NEA at A level, it’s important for your students to be able to communicate their ideas effectively using accurate SPaG and specialist terminology Our free qualification support will include guidance on supporting literacy in geography based on the proven approach of Pearson English – Grammar for Writing. This will underpin all of Pearson’s free and paid for resources for geography. Proven approach as trails have been conducted with centres to determine the impact on student progress.

Pearson’s published resources
We are committed to helping teachers deliver our Edexcel qualifications and students to achieve their full potential. Pearson’s published resources will provide comprehensive support for the Edexcel GCSE and A level specifications. As well as providing engaging materials, the resources will help your students tackle new, more demanding content and develop the key geographical, mathematical and literacy skills that are at the heart of being a good geographer. Our new GCSE resources* include Student Books for the Edexcel GCSE (9-1) Geography A: Geographical Themes and Challenges and B: Investigating Geographical Issues specifications – for first teaching from September ** – help your students tackle new more demanding content and develop the key geographical, mathematical and literacy skills that are at the heart of being a good geographer. Teacher support through our ActiveLearn Digital Service is available by annual subscription. * You don’t need to purchase resources to deliver our qualifications **subject to Ofqual accreditation

Endorsed resources* We are working with a range of publishers who are looking towards getting their resources endorsed: Hodder Education: Supporting Edexcel GCSE Geography A with a brand new edition of the bestselling Tomorrow’s Geography Student’s Book. Oxford University Press: Publishing for Edexcel GCSE Geography B Pumpkin Interactive: With amazing footage shot around the world, Pumpkin's DVDs deliver inspirational video case studies across a range of geographical themes and issues. ZigZag Education: Photocopiable resources for learning, revision & exam practice, including Topic-on-a-Page, Practical Skills & Teaching Packs. You don’t need to purchase resources to deliver our qualifications *These resources have not yet been endorsed. This information is correct as of 26th August 2015, but may be subject to change. We are currently working with a range of publishers who are looking towards getting their resources endorsed.

Overview of AS Geography
Dynamic Landscapes Dynamic Places Content overview Tectonic Processes and Hazards Causes of tectonic hazards and disasters, responses to tectonic hazards 2. Landscape systems Either Glaciated Landscapes and change or Coastal Landscapes and change plus a minimum of 1 day of physical geography fieldwork 3. Globalisation Causes of globalisation, impacts on different groups and places, responses to globalisation. 4. Shaping places Either Regenerating Places or Diverse Places plus a minimum of 1 day of human geography fieldwork Assessment overview Paper 1, 50% of AS 1 hour 30 minutes, 80 marks Paper 2, 50% of AS In the AS specification, there are two areas of study each worth 50% of the AS course: - Dynamic Landscapes - Dynamic Places. Area of study 1: Dynamic Landscapes Topic 1 Tectonic Processes and Hazards, 20%. Why some locations are at risk of tectonic hazards, the causes of tectonic hazards, why some tectonic hazards turn into disasters and the success of management of tectonic hazards. Topic 2 Landscape Systems, 30% of AS. Within Topic 2 students have a choice of either Glaciated Landscapes and Change or Coastal Landscapes and Change. Topics require an in-depth understanding of physical geography processes, the ways in which physical processes cause changes the physical environment/landscape and to human activities, and the human responses to these changes. Area of study 2: Dynamic Places Topic 3 Globalisation, 20% of AS The causes of globalisation and why it has accelerated, the impacts of globalisation on different groups and different places, its consequence for global development and how different players respond to its challenges. Topic 4 Shaping Places, 30% of AS In this topic we are covering the DfE’s core theme Changing Place; Changing Places. Regenerating places will look at economic and social inequalities and the ways in which different players respond to these challenges. Dynamic places will look at demographic and cultural changes and the ways in which different players respond to issues created by changes. Both topics will start with an in-depth study of the local place in which students live or study and one further, contrasting place. This could be a locality, neighbourhood or small community. It may be urban or rural and it make be from within the UK or beyond the UK.

Overview of A level Geography
Dynamic Landscapes Dynamic Places 1. Tectonic Processes and Hazards 2. Landscape Systems, Processes and Change – either Glaciated Landscapes or Coastal Landscapes 3. Globalisation 4. Shaping Places – either Regenerating Places or Diverse Places Physical Systems and Sustainability Global development and connections 5. The Water Cycle and Water Insecurity 6. The Carbon Cycle and Energy Security 7. Climate Change Futures 8. Superpowers 9. Global Development and Connections – either Health, Human Rights and Intervention or Migration, Identity and Sovereignty In the A Level specification, there are four areas of study each worth 25% of the A Level course: Dynamic Landscapes Dynamic Places Physical Systems and Sustainability Human Systems and Geopolitics. Area of Study 1 and 2 have been designed so they can be co-taught to AS and A level, so the content is same in the A level. Physical Systems and Sustainability includes a compulsory study of the Topic 5 The Water Cycle and Water Insecurity, Topic 6 The Carbon Cycle and Energy Security, Topic 7 Climate Change Futures. They require an in-depth understanding of the processes involved in the transfer of water and carbon between land, sea and the atmosphere as this is a DfE requirement. We use our non-core content to integrate some of the popular people and environment issues from our current A2 specification: Water Insecurity and Energy Security to give these three topics an issues based look and feel. Human Systems and Geopolitics Topic 8 Superpowers What are superpowers and how have they changed over time? What are the impacts of superpowers on the global economy, political systems and the environment? How is the influence and power of superpowers changing? Topic 9 Global Development and Connections 9.1 Health, Human Rights and Intervention In this topic we are combining the sub-themes: ‘Human development and life expectancy’ and ‘Human rights and the geopolitics of intervention’ The first enquiry question in this topic questions traditional definitions of development and considers the importance of human health (life expectancy) and human rights as an indicator of development. The second EQ looks at why there are differences in human rights in different places and the organisations/agreements that have been set up to monitor human rights. The 3rd EQ looks at how human rights are used as an argument for geopolitical intervention looking at development aid and military intervention. The final EQ consider the outcomes of geopolitical interventions in terms of human development and human rights. 9.2 Migration, Identity and Sovereignty In this topic we have combined the sub-themes: ‘Population Migration’ and ‘Sovereignty and Territorial Integrity’. The impacts of globalisation on international migration. The development of nation states and how they have involved including the impact of globalisation. What impact have global organisations such as the World Bank and IMF had on global systems such as Trade and Migration. The threats to national security in a more globalised world.

A level assessment overview
Paper 1, 30% of qualification Paper 2, 30% of qualification Assessing topics 1, 2, 5, 6 and 7 and geographical skills 2 hours 90 marks Assessing topics 3, 4, 8 and 9 and geographical skills Paper 3, 20% of qualification Coursework, 20% of the qualification Synoptic investigation of a geographical issue 1 hour 45 minutes 60 marks A level Independent Investigation Internally assessed and externally moderated. Written report of 3000–4000 words Overview A Level includes 300 marks broken down over three externally assessed papers and one NEA component. Paper 1 assesses the physical geography specification content over 90 marks, with a duration of 2 hours, 30% of the qual. Paper 2 assesses the human geography specification content over 90 marks with a duration of 2 hours, 30% of the qual. Paper 3 is a synoptic investigation of a geographical issue that links the synoptic themes and is rooted in one of the compulsory topics. I will talk more about the synoptic themes in a moment. The paper totals 60 marks with a duration of 1 hour and 45 minutes, 20% of the qual. The coursework assesses the A level Independent Investigation, is worth 20% of the qual, marked out of 60.

Why teach our GCSE, AS and A level geography qualifications?
Engaging, contemporary and relevant specification content Coherent geography course of study Clear specifications with full content exemplification Guidance on where and how to integrate geographical skills Clear, manageable fieldwork, offering progression and preparation for A level coursework Clarity and consistency in our use of command words and mark tariffs Clear synoptic assessment, offering progression through GCSE, AS and A level. Free Getting Ready To Teach training events and teacher support materials A dedicated Geography Subject Adviser, Jon Wolton.

Contact details Jon Wolton, Subject Advisor
Telephone : aphy.html

Next steps Please complete your evaluation form for today’s event – in your pack Sign up to Jon Wolton’s updates: Visit the website to download further copies of the draft specification and support materials: tml Book a place on a free GCSE Getting Ready To Teach event and a free AS and A level launch event: from-pearson-uk.html Please ensure delegates fill in the evaluation forms and hand them in.

GCSE Geography A and B Launch event.

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