1. GEOGRAPHY CLUSTER GROUP Jane Evans Geography Facilitator Team solutions

2. Contact List Please ensure your name is on the e mail contact list so you get my newsletters etc. Add other colleagues you know wish to be included that are not here

3. MY CONTRACT 1. Dealing on an individual basis with HOF in our prescribed in-depth schools to ensure student achievement in the selected groups 2. Running workshops for Middle leaders to help them meet the needs of diverse learners 3. Running cluster groups like this to ensure on-going support for teachers in the long term.

4. What it does not is: I cannot work with individual teachers or middle managers on a personal basis BUT I can answer your questions at cluster groups/ workshops or via e mail! Please get in touch at any time Jane.evans@auckland.ac.nz

5. AGENDA FOR TODAY New Material in Geography Issues in Geography Resources Level 3 Alignment Useful Activities Future workshops

6. New Material In Geography

7. This looks more closely at differences perceptions and perspectives

8. Also the 19 Maori Terms are here:

9. Also upgrade to the Concepts page

10. Changes also to the NCEA page

11. The Level 3 Clarifications are now here

12. Only One Skills list

13. And latest version of the Assessment Specifications for 2013 externals

14. Most problems are slowly being weeded out but not all: Be careful of the TKI exemplars for the 2.5 research Standard states: Conduct geographic research with guidance involves: –identifying the aim of the research –planning the research –collecting and recording data relevant to the aim of the research –presenting, using the correct conventions, a combination of spatial, statistical, and visual data –explaining findings incorporating the relevance of geographic concepts –providing a conclusion(s) that relates to the aim of the research –providing an evaluation of the research that describes the strength(s) and/or weakness(es) of the research process and how this affects the validity of the research findings.

15. Most problems are slowly being weeded out but not all: Be careful of the TKI exemplars for the 2.5 research Standard states: Conduct geographic research with guidance involves: –identifying the aim of the research –planning the research –collecting and recording data relevant to the aim of the research –presenting, using the correct conventions, a combination of spatial, statistical, and visual data –explaining findings incorporating the relevance of geographic concepts –providing a conclusion(s) that relates to the aim of the research –providing an evaluation of the research that describes the strength(s) and/or weakness(es) of the research process and how this affects the validity of the research findings.

16. This is what the exemplar states: In this activity you will: identify the aim of the research show your planning for the research collect and record data relevant to the aim of your research presenting accurately and effectively, using the correct conventions, a combination of spatial, statistical and visual data integrate a geographic concept(s) into the conclusion provide reasoned explanations about the strength and/or weakness of the research and how this impacts on the validity of the findings/conclusions and also discusses ways the research could be improved.

17. It should state: identify the aim of the research show your planning for the research collect and record data relevant to the aim of your research presenting accurately and effectively, using the correct conventions, a combination of spatial, statistical and visual data Explain findings incorporating the relevance of a geographic concepts Providing a conclusion that relates to the aim of the research provide reasoned explanations about the strength and/or weakness of the research and how this impacts on the validity of the findings/conclusions and also discusses ways the research could be improved.

18. New Resources - AGTA

19. Our wiki page

20. The e mail for this is: Secondarysocialscienceswikispace

22. With The Geo Tips : DONE: Level 3 – 3.1, 3.1 for TVC, 3.2 and 3.3, 3.4. General - Concepts TO COME Level 2 – 2.1, 2.3 and 2.4 Level 1 – 1.1, 1.2 and 1.4 Scholarship

23. Also Resources for 3.3

24. ISSUES IN GEOGRAPHY 1. Geography compared to History 2. Credits in Geography 3. Scholarship Geography 4. Interpretation of Standards 5. Complexity of Level 1 exams 6. Need for update of standards 7. Any other?

25. 1. Geography compared to other Social Sciences  ( 2012) Internals EXCELLENCEGEOGRAPHYHISTORYCLASSICSECONOMICS Level 116.3%25.6%17.7%22.3% Level 216.1%26.1%24.4%18.0% Level 317.0%26.7%26.4%19.7 % External: EXCELLENCEGEOGRAPHYHISTORYCLASSICSECONOMICS Level 16.9%12.1%18.1%9.5% Level 27.7%9.9%12.4%7.1% Level 37.9%9.2%10.7%6.5%

26. This is especially noticeable at Level 1 Externals (2012): Geography NAT NANAT ANAT MNAT E 1.134.940.819.54.8 1.229.042.822.25.9 1.424.241.828.15.9 History NAT NANAT ANAT MNAT E 1.314.939.435.89.9 1.414.038.132.315.6 1.522.343.826.87.2

27. 2. Number of Credits in the External assessments: SUBJECTCREDITS History16 Classical Studies14 Economics14 Geography12

28. To Gain University Entrance of 14 credits: SUBJECTSTANDARDS History3 (E6 + E6 + I4) Classical Studies3 (E6 + E4 + I6) Economics3 (E6 + E4 + I5) Geography4 (E4 + E4 + I5 + I4)

29. Scholarship Should students not doing a geo course be able to do this exam? We are out of kilter with all other subjects in that it is not aligned to our level 3 course. Why? Are there other ways of doing this to be fair to our geo students?

30. Interpretation of Standards 2.3 Disparities: Use of Indicators not specified. Some regions do not use HDI What constitutes a natural and a cultural factor? Factors that contribute to disparities – need to be the same. Not all teachers are doing this.

31. Complexity of Level 1 Assessments: Level of reading involved Introduction of new material to interpret. Where is this in the standard? Use of concepts – what is a concept? Do only the main 7 key ones count?

32. Need for upgrade of AS All to be done together as a package deal! Need to be ready. What do you see as the problems?

33. My Feelings are: 2.1: Get rid of interacting processes. this is too much and not part of the AO’s. 2.3 difficulty of what is natural and what a cultural factor? 3.4 Make this worth 5/6 credits to bring into line with other subjects and give more credibility to what is the most important standard that is being dropped by many.

34. Level 3 Alignment What are the issues? What questions do you have relating to internals? What questions do you have relating to the externals?

35. What Are the Changes: Externals 3.1: Emphasis on environment as well as processes. Easier to teach – only 4 possible questions. Human effects come in as appropriate. 1. How the specific natural environment is shaped by interacting natural processes (includes features) 2. How the natural processes operate and interact in a geographic environment 3. How the natural environment shows spatial variations as a result of interacting natural processes 4. How the natural environment shows change over time (temporal variations) as a result of interacting natural processes.

36. 3.2: Cultural process Again emphasis on the environment as well as process. Old criteria are now hidden among new such as Factors Causing change and temporal variation. Also only 4 questions. 1. How does the cultural process operate as a result of interactions between elements 2. How does the cultural process show spatial variation in different parts of environment(s) 3. How does the cultural process change over time (cultural environments) resulting in changes in environment(s) 4. What are the effects on people and the environment of the operation of the cultural process.

37. 3.4:Skills More emphasis on the concepts Skills are ‘selected and applied” Environment can be one topic or theme in different parts of world.

38. Internals: 3.3 is new standard. What constitutes a ‘significant event”? How to get exemplars? How to access resources? How much detail is required? How can it be assessed? Need to evaluate the impacts.

39. 3.5: Research Changes in the presentation – 3 types and only to Merit Lack of concepts in findings but must incorporate for excellence Conclusion must relate to research Critical Evaluation of the research process

40. 3.6: Contemporary Issue Issue must be a problem Need peoples values and perceptions about the issue (not the solution) Propose one solution (different to L2) Need to justify that solution by referring to alternatives

41. 3.7: global What is meant by spatial dimension? Pattern – only described with geographic terminology Must cover social AND economic significance of topic for people Need to evaluate the significance. How?

42. 3.8: GIS Does anyone do this? What are the issues? Who to look to for help?

43. Internal Assessment Are there any L1 or L2 standards you struggle with? How are you managing moderation? How are you managing holistic marking?

44. Sharing of Resources: Try to swap resources or moderation with each other.

45. Scholarship How are you approaching this? What materials are you using? Upcoming workshop in Auckland.

46. New Ideas In Geography Subject Based Literacy is important for us. Make sure students know the key instruction words. Try matching the instruction word to the sentence.

47. DESCRIBE Say WHAT occurs DESCRIBE IN DETAIL Say WHAT happens with elaboration EXPLAIN Say WHY something happens EXPLAIN IN DETAIL Say WHY something occurs with some elaboration COMPARE Looking at both the similarities and differences EXPLAIN COMPREHENSIVELY Say WHY something occurs with elaboration and use of geographic terminology and concepts. EVALUATION Weighing up the importance/significance of one element/process/feature compared to others.

48. Then try to find the appropriate sentence in context with a topic that shows this

49. DESCRIBEThe big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks. DESCRIBE IN DETAILThe strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beach EXPLAINThe waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form caves EXPLAIN IN DETAILAs the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation. EXPLAIN COMPREHENSIVELY The velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland. EVALUATEThe process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur. COMPAREBoth headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.

50. Next get them to identify the connector words and highlight them:

51. DESCRIBEThe big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks. DESCRIBE IN DETAILThe strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beach EXPLAINThe waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form caves EXPLAIN IN DETAILAs the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation. EXPLAIN COMPREHENSIVELY The velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland. EVALUATEThe process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur. COMPAREBoth headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.

52. Do a list of connector words: EXPLAIN : because, as, this is the result of.. EVALUATE: this is most important because…, this is better than this because…this has the most influence because…. JUSTIFY: I think that ….., in my opinion this is …. Make students use these and identify in answers.

53. GEOLITERACY GEOGRAPHY IS: 1. What’s where? 2 Why is it there? 3. So what? Explore these words through any topic or current issue. Get students thinking.

54. Future workshops What do you see as the major issues you would like help with? What format would you prefer for a workshop –After school –Afternoon only –Whole Day

55. THANK YOU!! Please get in touch at any time if you have any questions or issues to raise. Meanwhile try to interact with each other and share resources between you. It is pointless us all reinventing the wheel.