Presentation is loading. Please wait.

Presentation is loading. Please wait.

AS/A-level Geography For first teaching in 2016

Similar presentations


Presentation on theme: "AS/A-level Geography For first teaching in 2016"— Presentation transcript:

1 AS/A-level Geography For first teaching in 2016
Geographical Association meetings: London and Manchester Hello and welcome to this launch event for AS and A-level Geography I’m (name) (role) (Provide sufficient information to build credibility, but please be succinct.) 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 AS and A-level 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 1 Copyright © AQA and its licensors. All rights reserved. Follow us on

2 AQA Geography GCE Underlying principles
The course should be challenging, stimulating and questioning Geography should be current and real, but set in theoretical and historical contexts A balance of local, regional and global geographies Integrated fieldwork skills and experience, with standalone individual investigation Core geographical themes interpreted so that they are interesting, relevant and accessible Choice should be present at AS and A Level, developed from successful themes and approaches in existing courses 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. Slide 4 Copyright © AQA and its licensors. All rights reserved.

3 Geography Subject Content
AS level A Level Core content (60%) Two core themes-one core physical geography and one core human geography fieldwork and other skills Non core content (40%) must draw evenly from physical and human geography at least half must cover people-environment themes and issues Summary 2 core themes, 1 optional theme plus fieldwork Core content (60%) four core themes (2 physical and 2 human themes) all the geographical skills, and all fieldwork requirements Non core content (40%) must draw evenly from physical and human geography at least half must cover people-environment themes and issues Summary 4 core themes, 2 optional themes plus fieldwork investigation 9 Copyright © AQA and its licensors. All rights reserved.

4 Underlying principles AQA’s approach to the new demands
Continuity Change Some previously less familiar themes and content will be taught and assessed. Some themes in the current specification will not be included Much of specification will be compulsory. Less scope for optionality compared with existing specifications. Fieldwork will be assessed as an independent investigation (externally moderated) but there may be some assessment of fieldwork in the written papers Loss of examination papers focusing mainly on skills, including DME with pre-release. To allow for some flexibility in choice of content within the constraints of the new subject criteria To preserve some of the content of existing units, including some of the most popular. To retain those elements teachers value e.g. clear framework of specification content, clear and manageable case study requirement, standardised mark schemes, thematic approach to the subject, contemporary subject content, investigative approach to fieldwork. Assessment of skills integral to all examinations. 4 Copyright © AQA and its licensors. All rights reserved.

5 Overview of specification content A-level
1 Physical Geography 2 Human Geography 3. Non-examined assessment Core: (Compulsory) Water and carbon cycles Physical landscapes: One from Hot desert environments and their margins, or Coastal systems and landscapes or Cold Environments Core: (Compulsory) Global systems (International trade and access to markets), and Global governance (Antarctica) Changing Places Independent Investigation, based on fieldwork. Report must be words. Options: One from Hazards Ecosystems under stress Contemporary Urban Environments Population and the Environment Resource Security Save more detailed comments about content, options, skills and approaches until the later sections on the different question papers. 5 Copyright © AQA and its licensors. All rights reserved.

6 Overview of specification content AS Level
1 Physical Geography and People and the Environment 2 Human Geography and Geography Fieldwork Investigation Core: either Water and carbon cycles or Hot desert environments and their margins or Coastal systems and landscapes or Cold Environments Core: (Compulsory) Global systems (International trade and access to markets), and Global governance (Antarctica) or Changing Places Options: One from Hazards or Contemporary Urban Environments Geography fieldwork investigation and geographical skills Save more detailed comments about content, options, skills and approaches until the later sections on the different question papers. 6 Copyright © AQA and its licensors. All rights reserved.

7 Overlap with existing AQA Specification Physical Geography
New GCE Existing GCE specification Water and carbon cycles Some aspects of Rivers, floods and management Hot desert environments and their margins Hot desert environments Coastal systems and landscapes Coastal environments Hazards Plate tectonics and associated hazards Ecosystems under stress Ecosystems: change and challenge Cold environments New themes and topics- Carbon cycle Existing themes not in new spec.- aspects of Weather and Climate, most aspects of rivers, floods and management 13

8 Overlap with existing AQA Specification Human Geography
New GCE Existing GCE Specification Global systems and global governance Some aspects of Development and globalisation Changing place No overlap with existing specification Contemporary urban environments Some aspects of World cities and Population change Population and the environment Some aspects of Population change and Health issues Resource security Energy issues and aspects of Conflict New themes and topics- Changing place, aspects of Global systems and global governance. Existing themes not in new specification - Food supply issues, most aspects of Development and globalisation, some aspects of Contemporary conflicts and challenges 14

9 A-level: Specification/Assessment at a glance
Component 1: Physical Geography Written Paper 40% 2 hours 30 minutes Section A: Water and carbon cycles Section B: either Hot desert environments and their margins or Coastal systems and landscapes Section C: either Hazards or Ecosystems under stress or Cold environments Component 2: Human Geography Section A: Global systems and global governance Section B: Changing places Section C: either Contemporary urban environments or Resource security or Population and environment Component 3: Geographical investigation 20% 3,000 – 4,000 words marked by teachers moderated by AQA Copyright © AQA and its licensors. All rights reserved. 15

10 AS-level: Specification at a glance
Component 1: Physical geography and people and environment Written Paper 50% 1 hour 30 minutes Section A: either Water and carbon cycles or Hot desert environments and their margins or Coastal systems and landscapes Section B: either Hazards or Contemporary urban environments Component 2: Human geography and geography fieldwork investigation Section A: either Global systems and global governance or Changing places) Section B: Geography fieldwork investigation and geographical skills 16 Copyright © AQA and its licensors. All rights reserved.

11 A-level: Physical Content Core
Water and carbon cycles. Systems concepts and their application to the water and carbon cycle. The major stores of water and carbon at or near the earth’s surface and the relationships between them. Global distribution and size of major stores of water – lithosphere, hydrosphere, cryosphere and atmosphere Drainage basins as open systems Runoff variation and the flood hydrograph. Changes in the water cycle over time Global distribution, and size of major stores of carbon. Factors driving change in the magnitude of these stores Changes in the carbon cycle over time Water, carbon and climate change Comment on content, options, skills and approaches that are relevant to this question paper. 18 Copyright © AQA and its licensors. All rights reserved.

12 A-level: Physical Core (continued)
Either: Hot desert environments and their margins Systems concepts applied to deserts. Global distribution, characteristics, soils, vegetation, climate. Causes of aridity Landforms and processes. Role of wind and water. Landscape development Desertification: causes, impacts, responses Or: Coastal systems and landscapes Coasts as natural systems Sources of energy, geomorphological processes Landforms and landscapes of erosion and deposition Coastlines of emergence and submergence Coastal management: hard and soft engineering, sustainable approaches Or: Cold environments Nature and distribution. Physical characteristics Processes and landscapes. Fluvioglacial and periglacial landscapes Human occupation and development 19

13 A-level: Physical Content Options
One of: Hazards Nature, forms and potential impacts of natural hazards. Vulcanicity and its causes, impacts and responses Seismic hazards: causes, impacts, responses Storm hazards: causes, impacts, responses Or Ecosystems under stress Local and global trends in biodiversity. Human impacts Ecosystem processes. Succession. Nutrient cycling Two contrasting biomes Local ecosystem study 20

14 Case studies Physical geography
Water and carbon cycles Tropical rainforest -environmental change and human activity. River catchment(s) at a local scale Hot desert environments and their margins Hot desert-key themes. Desertification (local scale)- causes and impacts, implications for sustainable development, adaptation, mitigation Coastal systems and landscapes Local coastal environment-processes, landforms and fieldwork Coastal area presenting risks and opportunities for human occupation and development. Hazards Multi-hazardous environment beyond the UK Local study of specified place in a hazardous setting Ecosystems and sustainability Specified region experiencing ecological change Local study of ecosystem, human impact and the challenges and opportunities presented. Cold environment Specified tundra or alpine region :change, management, sustainability Local scale study of a specified place in a cold environment 21

15 A-level: Human Content Core
Global systems and global governance International trade and access to markets. Forms/patterns: Trends in the volume and pattern of international trade. The nature and role of TNCs. World trade in at least one food commodity or one manufacturing product. Impacts: Economic, political, social and environmental interdependence. The effect of globalisation on the international labour market. and Global Governance The concept of the ‘global commons’. Threats to Antarctica arising from: climate change, fishing and whaling, the search for mineral resources, tourism and scientific research. Protection of Antarctica. Concepts of resilience, mitigation and adaptation. International governmental organisations. NGOs Responses: Attempts to tackle problems associated with globalisation. Fair trade, ethical investment, international development organisations and NGOs. Comment on content, options, skills and approaches that are relevant to this question paper. 22 Copyright © AQA and its licensors. All rights reserved.

16 A-level: Human Content Core (continued)
Changing places The concept of place and the importance of place in human life and experience. Categories of place. Knowing and understanding places: acquiring, developing and communicating a sense of place including diverse media (eg film, photography, art, story) management of the perception of place (community groups, corporate entities, local and national governments) The dynamics of changing places, factors, agents of change. Place study exploring the character of a place local to the home or study centre. and Place study exploring the character of a contrasting and distant place Must include people’s lived experience of the place in the past and at present, and changing demographic and cultural characteristics of the place, or economic change over time and its effects on the place. 23

17 A-level: Human Content Options
One of Contemporary urban environments Global patterns of urbanisation. Megacities and world cities. Urban forms Social and economic issues: economic inequality and cultural diversity Urban climate, urban drainage, environmental problems Sustainable urban living Or Population and the environment Population change: natural change and migration Population structures Environmental constraints Environment, health and well-being Global population futures Resource security Resource development. Resource classifications Water security Energy security Resource futures 24

18 Case/Place studies Human geography
Global systems and global governance Antarctica-threats and protection Changing place Place study exploring the character of a place local to the home or study centre. Place study exploring the character of a contrasting and distant place. Contemporary urban environments Case studies of two contrasting urban areas to include: • patterns of economic and social well-being • the nature and impact of physical environmental conditions Population and Environment Country/society experiencing specific patterns of overall population change Study of specified local area to illustrate and analyse the relationship between place, health and well-being Resource security Study of specified place to illustrate how aspects of its physical environment affect water or energy Regional case study-relationship between resource security and human welfare and attempts to manage the resource 25

19 A-level: Structure of Question Paper 1
Length of paper 2 hours 30 minutes % of total marks 40% Number of sections 3 (Core) Section A (Water and carbon cycles) 27 marks Section B (Hot desert environments or Coastal systems or Cold environments) 27 marks. (Non-core) Section C (Hazards or Ecosystems) 42 marks Question types in each section Section A and Section B. Multiple choice questions (3), structured data response question(6), short prose question (6), extended response (15) Section C. Two structured questions (3, 9), Essay question (30) Options available One from two landscape systems in Section B. One from three options in Section C 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. 30 Copyright © AQA and its licensors. All rights reserved.

20 Types of questions. Multiple choice

21

22 Short structured questions-3 marks
In the context of natural hazards what is meant by the term fatalism? Outline the meaning of the term plagioclimax Distinguish between ablation and accumulation. x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

23 Assessment for Paper 1 Data response
Figure 1 is a sketch diagram showing the stores and transfers within the carbon cycle. Using Figure 1, describe and comment on the effect of human activities on the carbon cycle. (6 marks) Ask teachers also to look at mark scheme and questions in booklet, as well as at screen: ask for feedback on the question 31

24 With reference to Figure 2 and Figure 3, explain how climate and soils interact to make desert areas among the least productive on Earth. [6 marks] x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

25 x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

26 Using Figure 9 and Figure 10, assess the scale of the eruption and its potential impact.
[9 marks] x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

27 x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

28 Assessment for Paper 1 Structured questions and essay questions
Sections A and B Evaluate the impact of human activity upon the water cycle and the carbon cycle in supporting life on Earth. [15 marks] Assess the relative importance of the roles of water and wind in shaping desert landscapes. [15 marks] Assess the impact of sea level change on coastal landscapes and populations. [15 marks] Section C Longer essays Discuss how well the hazards associated with tropical storms can be managed.[30 marks] Evaluate the relationships between human activity, biodiversity and sustainability in ecosystems.[30 marks] 32 Copyright © AQA and its licensors. All rights reserved.

29 Features of Paper 1 Familiar command words. Hierarchy of terms ranging from describe, outline, compare, distinguish between, explain, account for, comment on… to analyse, evaluate, discuss Wide variety of question types with mark tariffs ranging from 1-30 marks aimed at the A level mix of ability. Broad coverage of specification content e.g. Question 3 assesses aspects of water in deserts, wind action, distribution of deserts, desertification, links between climate, soils and vegetation Clear emphasis on physical geography processes and features in Section A, but some questions gives consideration to human interactions and/or responses. In Section B the balance shifts to people-environment themes, particularly the essay questions. Limited direction to use case study information but much potential (and expectation) to use case study materials and examples, particularly in longer answers Range of stimulus materials - 6 Figures comprising photographs, maps, graphs, diagrams. All require some interpretation, analysis, commentary. 29 Copyright © AQA and its licensors. All rights reserved.

30 A-level: Paper 2 36 Copyright © AQA and its licensors. All rights reserved.

31 A-level: Structure of Paper 2
Length of paper hours 30 minutes % of total marks % Number of sections 3 (Core) Section A (Global systems and global governance) marks Section B (Changing place) marks. (Non-core) Section C (Contemporary urban environments, Population and the environment, Resource security) marks Question types in each section Section A and Section B. Multiple choice questions (3), structured data response question(6), short prose (6) extended writing question (15) Section C. Two structured questions (3, 9), Essay question (30) Options available. One from three options in Section C 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. 37 Copyright © AQA and its licensors. All rights reserved.

32 Types of question. Multiple choice

33 Short definition type questions (3 marks)
What is meant by urbanisation? Distinguish between ‘fertility rate’ and ‘birth rate’. What is meant by water stress? x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

34 Stimulus response questions

35 Assessment for Unit Two Data response
Figure 3a was painted in It shows the High level Bridge across the River Tyne, and some housing and industry in Gateshead. Figure 3b is a photograph of the same place taken in April 2015 Describe how this place has changed between 1935 and 2015 and comment on the reliability of the two sources of evidence. [6 marks] 38

36 Using Figure 6, describe and comment on the changes in the consumption of nuclear energy and hydroelectricity (9 marks)

37 Discuss the possible social and economic consequences for Iran of the trends shown by the data in Figure 5. [9 marks]

38 Discuss the significance of the data in Figure 4 for the characteristics of urban areas in England.
[9 marks]

39 Paper 2 Structured questions and Essays
Sections A and B Evaluate the work of international and national governmental organisations and agencies, and of non-governmental organisation (NGOs), in understanding and conserving the environment of Antarctica. [15 marks]. Section C Cities can be made more sustainable by applying new technological and management solutions. Evaluate attempts to make cities sustainable. [30 marks] With reference to both physical and human factors, discuss how the energy mixes of contrasting countries might change in the foreseeable future [30 marks] 39

40 Features of Paper 2 Similar command words to Paper 1.
Mark tariffs range from 1-30 marks, including multiple choice questions (1 mark), short structured questions (3,6), longer mini-essays (9) and extended essays (30 marks) Assessment covers topical issues. Several opportunities to use case and place study materials in extended writing questions. Range of stimulus materials - 6 Figures comprising photograph, painting, maps, graphs, tables of statistics, diagrams 40 Copyright © AQA and its licensors. All rights reserved.

41 Graphical skills-line, bar, scatter, pie, triangular, dispersion.
Geographical Skills Skills will be assessed in all units. Competence in geographical skills should be developed during study of the course content, in an integrated way and not as a separate theme or topic. Includes use and interpretation of qualitative and quantitative data Core skills-maps, diagrams, graphs, photographs, literacy, numeracy, interviewing etc Cartographic skills- atlas maps, weather maps, located proportional symbols, flow lines, choropleth, isoline and dot maps Graphical skills-line, bar, scatter, pie, triangular, dispersion. Statistical skills-central tendency, spread, Spearman Rank correlation, Chi square test remotely sensed data , use of electronic databases, use of innovative sources of data such as crowd sourcing and ‘big data’ ICT skills 41 Copyright © AQA and its licensors. All rights reserved.

42 A-level: Non-examined Assessment
Intro to coursework 43 Copyright © AQA and its licensors. All rights reserved.

43 Fieldwork approach: A-level
Define the research questions underpinning fieldwork Understand and write up the theoretical context Observe and record phenomena in the field Devise and justify practical approaches including sampling Implement chosen methodologies to collect data/information Understand the techniques appropriate for analysing field data Interrogate and critically examine field data Write up field results clearly and logically, using a range of presentation methods Evaluate and reflect on fieldwork investigations Write a coherent analysis of fieldwork findings, drawing effectively on evidence and theory 46 Copyright © AQA and its licensors. All rights reserved.

44 Investigation requirements AQA
The independent* investigation must: • be based on a question or issue defined and developed by the student individually to address aims, questions and / or hypotheses relating to any of the core or non-core content • incorporate field data and/or evidence from field investigations • draw on the student's own research and/or secondary data • require the student to independently contextualise, analyse and draw conclusions • involve presentation and analysis of data and findings, and extended writing. *Independent does not mean lone working. Students may incorporate field data and/or evidence from field investigations collected individually or in groups. 48 Copyright © AQA and its licensors. All rights reserved.

45 A-level: NEA criteria 7 criteria.
Identification of issue/research question(s) and reference to theoretical and locational contexts Data collection methodology, including practicality of approaches and relevance of data Presentation techniques, including selection and use of suitable quantitative and qualitative approaches Analysis, interpretation and interrogation techniques Conclusion, including critically evaluating and applying results to existing theory Evaluation of, and reflection on, investigation, including ethical dimensions of field research Quality of written argument Criterion 2 Criterion 3 Criterion 4 Criterion 5 Criterion 6 49 Copyright © AQA and its licensors. All rights reserved.

46 A-level: NEA mark scheme
Introduction and preliminary research Defining the research question and placing the study in theoretical context marks Methods of field investigation Recording field data, understanding and implementing fieldwork methods marks Methods of critical analysis Analysing field data and applying results to geographical theory marks Conclusions, evaluation and presentation Writing a summary of findings, evaluating and reflecting on results marks x of x Version 3.0 Copyright © AQA and its licensors. All rights reserved.

47 AS-level: Paper 1 51 Copyright © AQA and its licensors. All rights reserved.

48 Co-teaching AS and A-level(one possible route)
Year 12 Year 13 Core physical geography topic: Water and carbon cycles Hot desert environments and their margins or coastal systems and landscapes Core human geography topic: Global systems and global governance Changing Places Option topic: Hazards Contemporary urban environments or Population and the environment or Resource security Fieldwork and geographical skills NEA: Independent fieldwork investigation Key point 1 Key point 2 Key point 3 Key point 4 Key point 5 You may wish to prepare a series of slides to demonstrate how AS and A-level could be co-taught. 60 Copyright © AQA and its licensors. All rights reserved.

49 AS Geography The content enables centres to teach AS simultaneously with the first year of A-level, allowing for maximum flexibility in lesson timetabling and teaching resources. The course is linear and assessed entirely by examination Centres should teach one core physical geography unit, one human geography unit and one optional unit (either Hazards or Contemporary urban environments). Assessment of fieldwork forms part of the examination. There is no difference in content between AS and A-level in core and non core themes As with A-level, the optional topic content must draw evenly from physical and human geography and at least half must cover people-environment themes and issues. 52

50 AS-level: Content and assessment for Component 1
Remind centres to read this in more detail in the specification documents – including available online 53 Copyright © AQA and its licensors. All rights reserved.

51 AS-level: Structure of Question Paper 1
Length of paper hour 30 minutes % of total marks % Number of sections Question types in each section: Section A Multiple choice (5 x1), Structured questions (8 and 9 marks), Extended prose (18 marks) Section B Structured questions including one data response (4,6,6,and marks) Total marks 80 Options available. In Section A, choose one of Water and carbon cycles, Hot desert environments or Coastal systems and landscapes. In Section B choose between Hazards and Contemporary urban environments 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. If possible, show how the marking criteria will be applied to a mocked-up candidate response at the top of the grading scale. 54 Copyright © AQA and its licensors. All rights reserved.

52 AS-level: Paper 2 55 Copyright © AQA and its licensors. All rights reserved.

53 AS-level: Content and skills for Component 2 Human geography and geography fieldwork investigation
Comment on content, options, skills and approaches that are relevant to this question paper. 56 Copyright © AQA and its licensors. All rights reserved.

54 AS-level: Structure of Question Paper 2
Length of paper hour 30 minutes % of total marks % Number of sections Question types in each section: Section A Multiple choice (5 x1), Structured questions (8 and 9 marks), Extended prose (18 marks) Section B (Fieldwork and geographical skills) (4,6,6,9,6,and 9 marks) Total marks 80 Options available. In Section A, choose between Global systems and global governance, and Changing Places 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. If possible, show how the marking criteria will be applied to a mocked-up candidate response at the top of the grading scale. 57 Copyright © AQA and its licensors. All rights reserved.

55 Fieldwork for AS Geography fieldwork investigation
All students must complete at least two days fieldwork. They should all do significant fieldwork in both physical and human geography, although the physical and human aspects may be integrated within a single enquiry. Schools and colleges are required to provide a fieldwork statement which confirms each student has undertaken two days of geographical fieldwork. It is accepted that some centres will need to carry out data collection in groups, but there should be opportunities for individual initiative. Questions could be asked so as to test the candidates’ general understanding of the fieldwork enquiry process or they could ask for specific details of each candidate’s own individual fieldwork enquiry. 58

56 Fieldwork enquiry Students may be asked questions about:
Preparation for fieldwork, including background reading, drawing up aims and objectives for the enquiry, planning research in the field and from secondary sources. • Collection of primary data and using secondary data sources. • Processing and presenting data • Analysing data, including using statistical techniques where relevant. • Drawing conclusions related back to the original • Reviewing the success, or otherwise, of all stages of the enquiry. • Considering how the enquiry could be further developed. 59

57 Planning the course Decision about AS e.g. plan not to offer it, plan to offer but have separate classes or plan to offer and co-teach? Choice of options e.g. if teaching AS which core topics to teach and which non-core content option to teach. A-level: Coasts or Hot deserts and 1 from 3 Physical and 1 from 3 Human Selection of suitable case studies Sequence of units/themes. All Physical, then Human geography? (or vice versa) Mixture of topics - Physical, Human, Physical etc? Where does fieldwork fit in? When will the Non-Examined Assessment be completed? Available resources for teaching the course, particularly less familiar aspects e.g. Changing places 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. 62

58 Discussion of planning and managing the course
Which one of these environments would you prefer to include? Hot deserts……..Coastal …………..Cold environments Which of these physical options would you prefer to focus on? Hazards…..Ecosystems Which of these human options would you prefer to focus on Contemporary urban environments….Population and the environment….Resource security Which case studies might be selected. What place studies might be relevant to your students. How will you implement the new fieldwork requirements? Residential trips, local fieldwork, half days, full days? Which local environments might offer the greatest potential for fieldwork investigation? Which fieldwork themes might be suitable for your students? 63

59 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) Emphasise that AQA’s qualifications’ support is ongoing, not just at launch. Thinkstock # 65 Copyright © AQA and its licensors. All rights reserved.

60 Why choose this course? It gives a balanced coverage of the subject, with equal coverage of physical and human geography. The physical and human components of the course follow parallel paths in structure and assessment; The course is topical and contemporary, covering issues of current significance, such as climate change, hazard management, desertification and deforestation, global governance, urban regeneration and sustainable living. Several themes are familiar from the current A-Level course, particularly in physical geography. This allows use existing teaching and learning resources/approaches. There is reduced repetition of topics covered at GCSE/KS4, providing continuity and progression in geographical understanding. Topics previously included at GCSE are approached from a new perspective. For this 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 60 Copyright © AQA and its licensors. All rights reserved.

61 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. 69 Copyright © AQA and its licensors. All rights reserved. Follow us on


Download ppt "AS/A-level Geography For first teaching in 2016"

Similar presentations


Ads by Google