GCSE Geography New Specification:

GCSE Geography New Specification:
Aims, structure and distinctive features Geographical Association Conference: Manchester 30th June 2015 Hello and welcome to this launch event for GCSE Geography I’m (name) (role) I’m interested in knowing where you are joining from today and so please can you answer the poll on your screens. P - Where are you joining from today? North of England / Midlands / South of England / Scotland / Ireland / Wales / Other (British Isles) Overseas I’m really pleased that so many people have been able to join today from across the UK (and from oversees too). And that many of you are sharing this presentation with colleagues. So thank you all for coming along and for your interest in the new GCSE AQA specifications. Thank you also for contributing questions in advance of today. We have prepared a Frequently Asked Questions sheet, which we’ll be sharing with you later and will free up more time for asking questions that haven’t already been raised. We may not have included all questions in the document if they have been raised in the last few days and so please add these during our Q&A sessions later. If you would like to post comments on Twitter, you P – Are you teaching the existing AQA specification? Y/N Copyright © AQA and its licensors. All rights reserved. Follow us on

Underlying Principles of the new specification
To provide the knowledge, understanding and the skills for further study at A-level and beyond To provide a familiar approach that considers new ideas and developments about changing the nature of geography in the 21st Century To provide a relevant and dynamic Geography course, with an up-to-date content, to raise student achievement To give opportunities for students to undertake individual research and to make use of modern information technologies, including GIS It was important for AQA to develop a specification that is contemporary and topical, that includes many of the successful elements of current courses and is accessible to teachers and students Slide 2 Copyright © AQA and its licensors. All rights reserved.

Key Features of the specification
Balanced understanding of physical, human and environmental geography Thematic approach to the subject, with an emphasis on contemporary issues and future changes Flexibility: centres are free to choose their own exemplars and case study material Choice of optional content in selected themes, including landscapes, ecosystems and use of resources An issues evaluation and decision making exercise, contributing a problem solving element to assessment An assessment structure that is manageable and realistic, with 3 papers totalling 4 hours Outline the philosophy for subject teaching that is underpinned by the specification. Focus on why teachers should choose the AQA specification for teaching and assessment of this subject. Indicate the unique features of the spec, including the issues evaluation exercise. Slide 3 Copyright © AQA and its licensors. All rights reserved.

Overview of specification content
1. Living with the Physical Environment 2. Challenges in the Human Environment 3. Geographical Applications Challenge of Natural Hazards: tectonic hazards, tropical storms, extreme weather in the UK, climate change Urban Challenges: Global patterns, two contrasting cities, sustainable urban futures Issue Evaluation: Theme of issue can be selected from any part of the specification. Based on secondary sources Physical Landscapes in the UK: Two from coastal, river, glacial landscapes The Changing Economic World: Global patterns, closing the development gap, contrasting studies of economic development Fieldwork: two fieldwork enquiries, contrasting environments, physical and human geography, enquiry process. The Living World: Local ecosystems, tropical rainforests, one from hot deserts and cold environments The Challenge of Resource Management: Overview of resources in the UK, global resource security-one from food, water, energy Outline core content across the specification briefly. Highlight comparisons with the current specification. Aim to give reassurances about the degree of consistency across existing and new specifications and interest in new content and skills that will engage teachers and learners in areas that are relevant / contemporary / popular. A limited amount of additional content is included in certain themes-tectonic hazards, sustainable urban futures-to make the course more coherent. Save more detailed comments about content, options, skills and approaches until the later sections on the different question papers. Slide 4 Copyright © AQA and its licensors. All rights reserved.

Content and skills for Paper/Unit 1 Living with the Physical Environment
Natural Hazards - involves the study of tectonic hazards, weather hazards and climate change. Note that there is only one case study of tectonic hazards and that the content is much reduced compared with existing specifications. Climate change focuses on causes and management (mitigation and adaptation). Physical Landscapes in the UK - involves the study of 2 different landscapes, the processes of erosion and deposition, and the landforms which result. Human intervention and management of the landscapes are considered. Again the content for each individual landscape is reduced compared with existing courses The Living World - focuses on the characteristics of ecosystems at different scales and threats to biodiversity. There is compulsory study of a local ecosystem and tropical rainforests, then a choice between hot deserts and cold environments. Provide some further detail of each of the main topics. Comment on content, options, skills and approaches that are relevant to this question paper. The emphasis in Unit One is on natural hazards, climate change, ecosystem and landform change and how people react to and manage these changes. Students explore the concepts of plate tectonics and understand how plate movements resulting from internal earth processes create mountain systems, and tectonic hazards around the world.. Students will then focus on the causes, effects and responses to climate change-they consider some of the solutions, and the complexity of managing international concerns. They look at examples of extreme weather in the tropics and the UK Note that there is no requirement to have detailed knowledge of meteorology and weather systems-the emphasis in on hazards and how people respond to them. They will study at least two landscape systems in a United Kingdom context: The coastal zone is one of the most densely populated areas globally because of favourable locational factors, yet it is an area of immense environmental value. This topic allows candidates to carry out studies of coastal environments, exploring landforms and processes associated with erosion and deposition. It considers how vulnerable and valuable coastlines face a physical risk from rapid coastal erosion and coastal flooding. It provides an overview of coastal management, looking at protection and conservation strategies for the present and the future. The theme of river landscapes introduces candidates to river features and the processes leading to their formation. It also gives them the opportunity to investigate the causes, effects of and responses to flooding and to evaluate river management strategies with reference to the principles of sustainable development. In glacial landscapes candidates examine the distinctive processes operating in glacial environments, and the resultant landforms. They also study the types of land use associated with formerly glaciated areas in the UK and the management of conflicts, especially those caused by tourist activity. The Living World considers the threats to biodiversity and the characteristics of global biomes. Students examine the features of ecosystems, then look at how plants adapt to climates and soils, before studying the ways in which specific ecosystems are exploited and sustainably managed. They are required to learn about the physical aspects of 2 large scale biomes ( tropical rainforests is compulsory) including physical processes, climate, soils and vegetation. They learn how different people use these environments, the challenges that the environments pose and the range of human adaptations and responses available. Issues of deforestation and desertification are explored. Slide 5 Copyright © AQA and its licensors. All rights reserved.

Content and skills for Paper/Unit 2 Challenges in the Human Environment
Urban issues and challenges. Involves the study of global trends and patterns, the impacts of rapid urbanisation and the resulting opportunities and challenges in two contrasting cities. Includes sustainable methods of managing urban living. Detailed study of a UK city and one in a LIC/NEE. The changing economic world. Looks at the complexities of measuring development and ways of reducing the development gap. Issues of trading relationships, international aid and the role of TNCs are explored. Detailed study of one named LIC or NEE and a contrasting study of economic futures in the UK and the place of the UK in the wider world The challenges of resource management. Studies the increasing global demand for resources, highlighting stark inequalities. Issues of resource provision in the UK. Resource security in relation to either food, or water or energy-reasons for insecurity, impacts, strategies to increase supply including sustainable solutions. Comment on content, options, skills and approaches that are relevant to this question paper. Candidates study urban trends and patterns in different parts of the world. They then use contrasting case studies to examine specific issues of urban change in a city in a poorer country or newly emerging country and a major city in the UK. In the changing economic world, candidates study a variety of ways in which the development gap can be reduced and then consider issues of trading relationships, international aid and the role of TNCs in relation to one named LIC or NEE. The choice is up to the centre to decide. Students also examine economic futures in the UK and the place of the UK in the wider world. Resource management focuses on the theme of resource insecurity in relation to food, water or energy. There is a brief overview of the 3 fundamental resources in the UK followed by detaied examination of one . Slide 6 Copyright © AQA and its licensors. All rights reserved.

Underlying principles AQA’s approach to the new demands
Continuity Change To preserve some of the content of existing units, including some of the most popular. To allow for some flexibility in choice of content within the constraints of the new subject criteria To retain those elements teachers value e.g. framework of key ideas and spec content, clear and manageable case study requirement, standardised mark schemes, thematic approach to the subject, contemporary subject content, investigative approach to fieldwork. Specific focus on the geography of the UK Some previously less familiar themes and content will be taught and assessed. Some themes in current specifications will not be included Case studies will need to studied in full national and regional context Much of specification will be compulsory. Less scope for optionality compared with existing specifications. Fieldwork will be assessed in the written examination The new course brings both continuity and change when compared to the pre-existing specifications. Many of the themes will be recognisable to existing Specification A and B (and iGCSE) centres Most of specification has to be compulsory. Limited scope for optionality. Entire subject content must be taught. Some previously less popular themes and content will have to be taught and assessed (Ecosystems, weather and climate) Some popular themes in current specifications may have to be jettisoned (Tourism, population studies, tectonics?) Case studies will need to studied in full national and regional context rather than being “parachuted in”. Much less scope for contrasting specifications apart from rearranging content, or signalling teaching approach ( eg issue based vs thematic) Likely to be greater uniformity of specifications between awarding bodies For many, the increased emphasis on the UK and detailed study of one poor/newly emerging economy will have resourcing implications ( and INSET?) Increased external assessment time to accommodate content including fieldwork. Slide 7 Copyright © AQA and its licensors. All rights reserved.

Overlap with existing AQA Specifications
New GCSE Specification A Specification B Challenge of Natural Hazards Restless Earth (partial), Challenge of Weather and Climate (partial) Living with Natural Hazards (partial) Physical landscapes in the UK Water on the Land, Coastal Zone, Ice on the Land (partial) The Coastal Environment The Living World Challenge of Extreme Environments (partial) Urban Issues and Challenges Changing Urban Environments The Urban Environment The Changing Economic World The Development Gap, Globalisation (partial), aspects of Population Change and Tourism Investigating the Globalisation of Industry The Challenge of Resource Management Aspects of Changing Rural Environments, Globalisation, Water on the Land Energy in the 21st century, Water – a precious resource (partial) Demonstrate to teachers that there is considerable overlap with themes on existing courses, although only selected aspects may be transferred to the new specification. Inevitably some topics have less prominence now than in the existing courses. Overall the content is not much greater and as controlled assessment is removed, there may be more time for teaching other aspects of the course. Slide 8 Copyright © AQA and its licensors. All rights reserved.

Case Studies and Examples: Living with the Physical Environment
The Challenge of Natural Hazards 1. Tectonic hazard-two contrasting countries-effects and responses (CS) 2. Tropical storm-effects and responses (CS) 3. Recent extreme weather event in UK-causes, impacts, management (Ex) Physical landscapes in the United Kingdom 1. Section of coastline, river valley, glaciated area-landforms of erosion and deposition (Ex) 2. Coastal management scheme (CS) 3. Flood management scheme (rivers) (CS) 4. Tourism impacts and management (glaciated area) (CS) The Living World Small scale UK ecosystem (Ex) Tropical rainforest-causes of deforestation, impacts and issues (CS) Hot desert or cold environment: development opportunities and challenges (CS) There is a clear but manageable case study requirement. The total numbers are less than on existing specifications (eg restless earth has 7 CS), but greater in depth study will be required. Note that although the UK context is featured in each topic, there is much scope to study other parts of the world in Natural hazards and the Living world. Up to date examples are strongly encouraged wherever possible, although it appreciated that topicality is not always feasible eg a natural disaster –long term impacts and responses. Many of the case studies in physical geography focus on interaction with human activity ( effects, management and responses) 6 case studies and 4 examples required Slide 9 Copyright © AQA and its licensors. All rights reserved.

Case Studies and Examples: Challenges in the Human Environment
Urban Issues and Challenges Major city in a LIC or NEE*-causes of growth, opportunities, challenges: social, economic, environmental (CS) Major city in the UK-importance, migration, opportunities, challenges (CS) 3. Urban transport strategies (Ex) The Changing Economic World 1. Managing population change in one country (Ex) 2. Growth of tourism in one LIC or NEE (Ex) 3. One LIC or NEE-economic structure, TNCs, trade, aid, debt (CS) 4. UK economic futures (CS) The Challenge of Resource Management Large scale irrigation scheme (CS) Local scheme to increase sustainable food supplies (CS) Or 1. Large scale water transfer scheme (CS) 2. Local scheme to increase water supply (CS) Or 1. Non renewable energy source (CS) 2. Local renewable energy scheme (Cs) Note the abbreviations used to identify countries (LIC, HIC, NEE). Low Income Country (LIC) and High Income Country (HIC) This subdivision of countries is based on the World Bank income classifications (GNI per capita), which in 2013 were Low Income $1045 or below, and High Income $12746 or above Newly Emerging economies Countries that have begun to experience high rates of economic development, usually with rapid industrialisation. They differ from LICs in that they no longer rely primarily on agriculture, have made gains in infrastructure and industrial growth, and are experiencing increasing incomes and high levels of investment. Eg Brazil, Russia, China and South Africa (the so-called BRICS countries) Much of the human geography is delivered through case study detail –urban challenges-broad general overview as a background to the topic, followed by the study of 2 contrasting cities *LIC=Lower Income Country, NEE-Newly Emerging Economy 6 case studies and 6 examples required Slide 10 Copyright © AQA and its licensors. All rights reserved.

Geography of the UK The geography of the UK is integrated into the physical and human geography themes studied: The challenge of natural hazards-extreme weather in the UK. Physical landscapes in the United Kingdom-coastal landscapes, river landscapes, glacial landscapes The living world- small scale local ecosystem Urban issues and challenges-major city in the UK Changing economic world- economic futures in the UK Challenge of resource management-overview of food, water and energy resources in the UK Every theme has some reference to the UK. Particularly dominant in physical landscapes, urban issues and changing economic world. There is no separate UK unit-the feedback we received suggested that teachers would prefer a thematic approach with UK and other case study material included wherever relevant. There are occasions where a national overview of the UK is required eg at the start of Physical landscapes (physical features of the UK), and in Urban challenges (UK population distribution and major cities). UK coverage is at different scales-eg a short stretch of coast, a small-scale ecosystem, a city……….national coverage of economic changes, food, water and energy Slide 11 Copyright © AQA and its licensors. All rights reserved.

Specification/Assessment at a glance
Unit 1: Living with the Physical Environment 35 % The study of physical processes and patterns Assessment hour 30 minutes 88 marks, including 3 SPAG Unit 2: Challenges in the Human Environment The study of human geography themes and issues Assessment hour 30 minutes 88 marks including 3 SPAG Unit 3 Geographical Applications 30 %* Issue evaluation, based on resource booklet, and fieldwork Assessment hour Candidates answer all questions 76 marks, including 6 SPAG Outline the assessment structure and the relative emphasis given to the different components. Explain the mark allocation in each paper ( including SPAG). Total assessment time is 4 hours. Summarise the maths/stats and fieldwork components. Assessment of fieldwork represents 15% of total assessment. Assessment of maths and statistical skills must be 10% of total assessment Total marks 240 (plus 12 SPAG-5% of total) Slide 12 Copyright © AQA and its licensors. All rights reserved.

Summary of Assessment Unit 1 – Living with the Physical Environment
35% of the assessment 1 hour 30 minutes Candidates answer questions on: The challenge of natural hazards - tectonic hazards, tropical storms, extreme weather in the UK, climate change (30 marks +3 SPAG) Physical landscapes in the United Kingdom - 2 from coastal landscapes, river landscapes, glacial landscapes (30 marks) The living world - ecosystems, tropical rainforests, 2 from hot deserts and cold environments (25 marks) Question types in each section - multiple choice, short structured questions, cloze exercises, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses Approximately 60 % Levels marked questions. 4 and 6 mark questions are marked at 2 levels of response. Two 9 mark questions are marked at 3 levels of response Candidates have to answer questions on all 3 themes. The choose 2 from 3 landscapes, and one from 2 ecosystems (hot deserts or cold environments. Tropical rainforests is compulsory. SPAG has to be 5% of total marks across the whole qualification, hence the 3 marks added to the extended writing question (worth 9 marks) in Section A. Some multiple choice type questions are deliberately included. Paper 1 has 2 9 mark questions (hazards and living world). Slide 14 Copyright © AQA and its licensors. All rights reserved.

5.08 Answer one of the following questions: Either
Using a case study, explain how cold environments can provide both opportunities and challenges for development. 9 marks Or Using a case study, describe how hot desert areas can provide both opportunities and challenges for economic activities 9 marks x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

Features of Paper 1 Familiar command words. Hierarchy of terms ranging from give/name/state/identify, complete,… to suggest, outline, compare, describe, explain, evaluate, to what extent, justify and discuss. Wide mix of question types with mark tariffs ranging from 1-9 marks aimed at all levels of ability. Broad coverage of specification content e.g. Question 1 assesses aspects of climate change, extreme weather in the UK, tropical storms, tectonic hazards. Clear emphasis on physical geography processes and features, but every question gives consideration to human interactions and/or responses. Clear direction to use case study information in some extended writing questions. Potential to use case studies and examples elsewhere. Wide range of stimulus materials - 19 Figures comprising photographs, OS maps, world maps, graphs, diagrams. All require some interpretation. No credit for direct lifts. The papers are deliberately written in the same style as current examinations. The command words are similar, as is the way in which each question tries to cover a reasonable range of the subject content. You will see how there is strong emphasis on physical processes, and the sequence of changes as features change over time. A number of questions require the use of case study information- eg 1.9: impacts of a specific earthquake event, 6 and 7 Using a case study, explain how cold/hot desert environments can provide both opportunities and challenges for development. Without exemplar material the answer is limited to Level 1 marks. There are several other places where case study detail can give additional support to an answer eg 1.4 Using recent evidence, describe how the weather of the United Kingdom is becoming more extreme. 3.5 Explain how the effects of river flooding ……can be reduced using hard engineering methods . Slide 21 Copyright © AQA and its licensors. All rights reserved.

Paper/Unit 2 This unit is concerned with human processes and systems and how these change over time. Candidates must study a range of places, at a variety of scales and must include places in different states of development. Basic themes in human geography are covered, including urban issues, economic development and management of resources. Slide 22 Copyright © AQA and its licensors. All rights reserved.

Summary of Assessment Unit 2 Challenges in the Human Environment
35% of the assessment Candidates answer questions on: Urban issues and challenges (30 marks+ 3 SPAG) The changing economic world (30 marks) The challenge of resource management-general overview, one from food, water and energy (25 marks) Question types in each section - multiple choice, short structured questions, cloze exercises, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses Paper 2 has a similar structure of marks per question, although there is less scope for optionality. Again there are two 9 mark questions, the SPAG being attached to the question on urban challenges. Many of the questions will focus on knowledge and understanding of the geographical themes, but there will be some questions that address skills and applied understanding. Slide 23 Copyright © AQA and its licensors. All rights reserved.

Features of Paper 2 Similar command words to Paper 1.
Mark tariffs range from 1-9 marks aimed at all levels of ability Assessment covers topical issues such as fracking, water transfer problems, resource insecurity, Fairtrade, urban congestion management Several opportunities to use case study information in extended writing questions. 4 questions will require the use of examples/case studies Wide range of stimulus materials - 15 Figures comprising photographs, OS map, world/UK/Africa maps, graphs, table of statistics, diagrams Greater emphasis on the use of case study material in this paper. Much of the course content is delivered through specific examples especially in urban challenges and economic development. Up to date sources, range of spec content in each question, same proportion of levels marked questions as in paper 1. Where there are options in section C the same type of question is set, for reasons of comparability and ease of standardisation. Slide 28 Copyright © AQA and its licensors. All rights reserved.

Paper/Unit 3 Thinkstock #95927930 Slide 29
Copyright © AQA and its licensors. All rights reserved.

Summary of Assessment Unit 3 - Geographical Applications
30% of the assessment Section A - Issue Evaluation Compulsory structured questions on a theme – leading up to an extended writing task based on a pre-release Sources Booklet – to be issued to students in advance. The theme will arise from the subject content of Units 1 or 2 but may extend beyond it through the use of the resources. The theme could combine human and physical aspects. (34 marks +3 SPAG) Section B - Fieldwork Compulsory questions based on candidates’ enquiry work and the use of fieldwork materials in an unfamiliar context (36 marks +3 SPAG) The paper lasts one hour and is split into two sections, both compulsory. Much greater emphasis on skills and applied understanding in this paper. It is hoped that Section A will be based on a pre release sheet or short booklet which candidates will have time to become familiar with before the examination . The theme chosen will be taken from any part of the specification which is compulsory-the optional topics will not be considered ( eg hot deserts/cold environments). The context could be UK based or any part of the world, including the global scale. The examination will start with short structured questions, leading to a 9 mark decision making question. Section B will consist of questions that relate to fieldwork. Some will assess the candidates’ understanding of their own field investigations. Other questions may require application to unfamiliar material. Slide 30 Copyright © AQA and its licensors. All rights reserved.

Content and skills for Paper/Unit 3 Geographical Applications
Section A Issue Evaluation Assessment is synoptic, requiring students to use their learning across the specification so they can analyse an issue, consider and select proposed solutions and justify choices The issue can be selected from any part of the core specification and can cover more than one topic A resource sheet will be sent to centres 9 weeks prior to the examination in June, so students can become familiar with the source materials A fresh copy of these materials will be issued at the start of the examination Comment on content, options, skills and approaches that are relevant to this question paper. This is a different style of paper compared with current Spec A and B, although an issues evaluation question is present in iGCSE and was used in Spec C of the old GCSE. Section A adds a synoptic element to the assessment structure-material can be drawn from any of the compulsory topics -centres will become aware of the topic when the source sheet is released on 31st March- so they will have several weeks to go through the sources with the students. A fresh version of the resource sheet will be issued in the examination-students will not be able to take in an annotated copy. Slide 31 Copyright © AQA and its licensors. All rights reserved.

Issue Evaluation Students learn about an issue, study options to solve it and make a decision. They consider the points of view of the stakeholders involved, make an appraisal of the advantages and disadvantages, and evaluate the alternatives Resource sheet will consist of a mix of geographical sources such as maps on different scales, photographs, satellite images, factfiles, statistics, graphs, newspaper extracts, quotes from different interest groups Assessment will consist of a series of shorter questions related to the contemporary geographical issue, based on the interpretation of the resources. These lead to a more extended piece of writing (9 marks), involving a decision with some justification. The resource sheet is likely to consist of a single A3 page with a mix of geographical data-maps, photographs, diagrams, statistics, news extracts, points of view of different interest groups etc. The emphasis in the questions will be on application and skills, although students will be expected to show some understanding of the relevant subject content. The theme of the SAM is urban regeneration in East Cowes on the Isle of Wight Some additional source material may appear in the examination which will help to set the scene for a decision making question. Very often in this type of question it is making an informed decision as to whether a new scheme should go ahead, or to make a choice between different alternatives, The key is to be able to support the answer with source material, and to develop the answer showing some insight. The question can always be answered at different levels, so the question is a good discriminator. Slide 32 Copyright © AQA and its licensors. All rights reserved.

Structure of Question Paper 3
Length of paper 1 hour % of total marks % Number of sections 2 Section A 34 marks (plus 3 SPAG) Section B 36 marks (plus 3 SPAG) Question types in each section - multiple choice, short structured questions, completion of graphs, photo interpretation/description, interpretation of maps on different scales, data response, longer extended writing responses All questions compulsory Approximately 65% questions levels marked. One 9 mark question with 3 levels of response Following this slide, show the specimen question paper and mark scheme / marking criteria. Explain the different question types and expectations of candidates’ responses. Explain how the different command words relate to question demand. Slide 33 Copyright © AQA and its licensors. All rights reserved.

Paper 3 Section A Issue evaluation theme – Specimen = East Cowes Regeneration Project (from Urban Issues and Challenges). Could be tropical rainforests, weather or tectonic hazards, climate change, development issues, energy resources etc Resource sheet ( pre-release) - background to the issue, masterplan of new developments, table of questionnaire results Sources provided in the examination - news extract, maps, photos, quotes etc Examination: series of short skills questions (2-3 marks), and more extended writing questions based on sources (6 marks), leading to decision making exercise “Do you think that the proposed East Cowes Regeneration Project should go ahead?”(9 marks) Assessment Objectives targeted - mainly AO3 and AO4 - showing ability to apply knowledge and understanding in different contexts to analyse, interpret , evaluate and make judgements Draw attention to the sources provided in the pre- release material. Students should be familiar with this prior to the examination and be able to use it as relevant. It is not necessary however to undertake extensive research beyond the content of the source. Note the higher level command words and the requirement to discuss, analyse and evaluate, and to make judgements. Slide 34 Copyright © AQA and its licensors. All rights reserved.

Fieldwork assessment Students need to undertake two geographical enquiries, each of which must include the use of primary data, collected as part of a fieldwork exercise The two enquiries must be carried out in contrasting environments and show an understanding of both physical and human geography In at least one of the enquiries students are expected to show an understanding about the interaction between physical and human geography There is now a specific requirement for centres to provide field experience in 2 contrasting environments, beyond the school grounds. So one could be within walking distance of the school, and the other much further afield. There is also a need to collect both human and physical geography data. One of the field experiences must show a link between human and physical elements. This may have implications for centres in negotiating time out of school, although the total time is likely to be no more than with controlled assessment. From feedback it seems that schools would like the freedom to choose the themes for investigation –there will certainly not be a list of titles to choose from. Slide 36 Copyright © AQA and its licensors. All rights reserved.

Fieldwork Assessment Students’ understanding of the enquiry process will be assessed by: Questions based on the use of fieldwork materials from an unfamiliar context Questions based on candidates’ individual enquiry work. (For these questions candidates will have to identify the titles of their individual enquiries). Written statement from centres, providing the date, location, numbers of students participating, the main issues/questions investigated during fieldwork, and the relationship of the fieldwork to the specification content There will no longer be Controlled Assessment in GCSE Geography The written statement from schools is similar to the current centre declaration forms signed by head of centre. Students who don’t take part in fieldwork will not be prevented from taking the examination, but may be at a major disadvantage in answering the questions. Questions may be set on both fieldwork experiences-candidates would have to state the titles of enquiries Slide 37 Copyright © AQA and its licensors. All rights reserved. Copyright © AQA and its licensors. All rights reserved.

Fieldwork enquiry process
Identifying suitable question for geographical enquiry Selecting, measuring and recording data appropriate to the chosen enquiry Selecting appropriate ways of processing and presenting fieldwork data Describing, analysing and explaining fieldwork data The enquiry route is well known -each element can be assessed. Draw attention to the different stages and aspects to be considered. This is a summary of the spec requirements, but emphasise that the scale of enquiry is much smaller than existing controlled assessments eg one or two methods of data collection, 2 or 3 methods of data presentation. 1. Suitable question for geographical enquiry The factors that need to be considered when selecting suitable questions for their enquiries. The geography underpinning the enquiries. Availability of primary and secondary evidence. An appreciation of the potential risks of both human and physical fieldwork and how these risks might be reduced. 2. Selecting, measuring and recording data appropriate to the chosen enquiries Difference between primary and secondary data. How to identify appropriate data required for their geographical enquiries. An understanding of different sampling methods. How to describe their data collection methods. How to justify the data collection methods selected. 3. Selecting appropriate ways of processing and presenting fieldwork data Appreciate that a range of visual, graphical and cartographic methods is available. Identify and describe the chosen presentation methods used in their enquiries. Explain why the presentation methods were chosen. 4. Describe, analyse and explain fieldwork data Describe results of fieldwork data. Analyse results of fieldwork data. Explain results of fieldwork data. Establish links between data sets. Use of appropriate statistical techniques. Identify anomalies in fieldwork data. 5. Reaching conclusions How to draw evidenced conclusions in relation to original aims of their enquiries. 6. Evaluation of geographical enquiry Identify problems of data collection methods. Identify limitations of data collected. Suggest other data that might be useful. Consider the extent to which conclusions were reliable. Reaching conclusions Evaluating the geographical enquiry Slide 38 Copyright © AQA and its licensors. All rights reserved.

Types of fieldwork questions

Fieldwork issues The enquiries undertaken will be much smaller in scale than current Controlled Assessment. A written submission is not required. Field notes or data will not be permitted in the examination Advice will be available regarding suitability of titles and tasks, locations, methods, techniques of presentation etc. It may be possible to carry out fieldwork in 2 environments that are close to each other e.g. coastal town/urban study (human geography), coastal management (physical geography and human/physical interaction) Enquiries should be based on the specification content. There will be plenty of support for teachers in planning the new fieldwork. Centres will be able to seek advice on suitable environments and locations in which to carry out fieldwork, appropriate enquiry titles and questions, methodology and data presentation skills etc. Slide 41 Copyright © AQA and its licensors. All rights reserved.

Geographical Skills Skills will be assessed in all three written exams. Ordnance Survey maps or other map extracts may be used in any of the three exams. Cartographic-atlas maps, OS maps, maps with photographs Graphical skills-selecting and constructing appropriate graphs, charts, maps Numerical skills-number, area, scale, proportion, ratio Statistical skills-central tendency, spread, scatter plots Use and interpretation of qualitative and quantitative data from primary and secondary sources, including GIS The list of skills in the new specification is slightly more detailed than in existing specifications. Eg the OS mapwork skills require students to identify major relief features on maps and relate cross-sectional drawings to relief features; draw inferences about the physical and human landscape by interpretation of map evidence, including patterns of relief, drainage, settlement, communication and land-use. Many are classified as mathematical skills, given a 10% weighting in examinations. However these should be accessible to most students. For instance the Statistical skills comprise: • central tendency, spread and cumulative frequency (median, mean, range, quartiles and inter-quartile range, mode and modal class) • calculating percentage increase or decrease and understanding the use of percentiles • describing relationships in bivariate data- sketch trend lines through scatter plots, draw estimated lines of best fit, make predictions, interpolate and extrapolate trends Assessment of skills is integrated throughout Slide 42 Copyright © AQA and its licensors. All rights reserved.

Managing and planning the course
Curriculum requirements 6 themes (3 physical geography, 3 human geography) Some have slightly more content than others: The Living World and Resource Management are shorter units. Fieldwork planning, data collection and follow up Planning for Issue Evaluation. General skills and scrutiny of pre-release Geographical skills, including maths and statistics. Integrated or separate coverage? Examination practice, revision In planning the new course several aspects need to be considered. There are 6 units of content plus the issue evaluation and fieldwork. Some will take slightly longer than others, as reflected in the mark allocation in Papers 1 and 2. Time needs to be built in for fieldwork preparation and follow up, as well as the scrutiny of pre release materials. However we would not expect centres to take a whole term to cover fieldwork, as happens at present. Most centres will probably integrate skills throughout, but some may wish to do this a separate part of the course. Slide 43 Copyright © AQA and its licensors. All rights reserved.

Planning the course Choice of options e.g. 2 out of 3 physical landscapes in the UK; cold environment or hot deserts; food, water or energy? Selection of suitable case studies, especially 2 contrasting cities (urban challenges) and the LIC/NEE (changing economic world) Sequence of units/themes. All physical, then human geography? (or vice versa) Mixture of topics-physical, human, physical etc? Separate coverage of UK themes, then more global issues? Where does fieldwork fit in? Available resources for teaching the course, particularly less familiar aspects e.g. UK geography, resource management, weather hazards. These are some of the crucial questions to answer before embarking on the new course. Much will depend on expertise in geography departments, resources available, judgements about what is interesting and topical. Slide 44 Copyright © AQA and its licensors. All rights reserved.

AQA ongoing support and resources
AQA website e-AQA Secure Key Materials ERA (Enhanced Results Analysis) Training courses Preparing to teach events AQA family of businesses (Exampro, Teach it, Alfie) Thinkstock # Slide 45 Copyright © AQA and its licensors. All rights reserved.

Why choose this course? It gives a balanced coverage of the subject, with equal coverage of physical and human geography The course is topical and contemporary, covering issues of current significance, such as climate change, hazard management, globalisation, urban regeneration and sustainable living Provides sound progression from KS3 and enables progression to further study It encompasses a wide range of locations, places, environments and processes, and provides the basis for an broad understanding of geography We have actively worked with teachers and responded to your needs and preferences when developing this specification Clear in presentation – no hidden agenda – and with a range of support available For this and the next slide on key features and benefits, try to provide reassurances about familiar content eg rivers and coasts, urban settlement, tectonic hazards, development gap. highlight strengths / improvements in the new spec eg broader coverage of physical geography-not limited to tectonics and geomorphology, opportunity to look at case studies in depth, more coherent understanding of the geography of the UK motivate participants to choose the AQA spec. eg wide range of support materials, examination papers that are accessible but will stretch the most able Slide 46 Copyright © AQA and its licensors. All rights reserved.

Key features and benefits
Flexibility within topics allows centres to select specific content and learning experiences The course encourages a enquiry based approach to learning A decision making exercise based on pre-released sources No Controlled Assessment means there is more time for teaching, less administration and fewer logistical issues. Opportunities for fieldwork are highlighted and encouraged where relevant Specific guidance on the selection of fieldwork tasks will be provided A variety of assessment techniques, ranging from short structured and stimulus/data response questions to extended writing mini essays Examination papers that are targeted at the full range of ability, with opportunities for higher ability candidates to be challenged. Lower ability candidates will also find the questions accessible Slide 47 Copyright © AQA and its licensors. All rights reserved.

Thank you We are an independent education charity
and the largest provider of academic qualifications for all abilities taught in schools and colleges. Our aim is to enable students to realise their potential and provide teachers with the support and resources they need so that they can focus on inspiring learning. Copyright © AQA and its licensors. All rights reserved. Follow us on

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