GA Conference Guildford March 2008 The New SixthForm

GA Conference, Guildford, March 2008 The New Sixth-Form Geography Viv Pointon

The role of the sixth-form Prepare students for university ¡ Prepare students for work ¡ The sixth-form is a bridge… 2

Changes… ¡ September 2008: l l l ¡ New AS courses 14 -19 Diplomas Cambridge Pre-U September 2009: l l New A 2 courses New GCSEs 3

Reasons for A level change ¡ ¡ ¡ Reduction in exam time Reduction from six to four assessment units Removal of coursework Stretch and challenge Differentiation 4

Consequences of A level change ¡ ¡ ¡ Less and different content No coursework per se but… Questions on fieldwork Fewer modules New A* grade 5

The new A levels: content ¡ ¡ ¡ Hazards Climate change Meteorology Rivers & coasts Hot & cold environments Some ecology ¡ ¡ Urban studies Globalisation Development Population & migration 6

The new A levels: content ¡ Newer themes: l l l Conflict Inequality Food supply Health Energy Pollution 7

The new A levels: schools’ perspective ¡ Familiar topics l l ¡ Some refreshingly new ideas l l ¡ can recycle old notes and handouts schemes of work can be tweaked opportunity to update materials can introduce new topics Wide choice of specification from rather traditional to radically new 8

Content continuum traditional OCR innovative AQA CCEA Edexcel WJEC 9

Comparison of content: The development gap ¡ ¡ ¡ CCEA AS: Students should be able to identify and explain regional contrasts in development (with) one case study at the national scale which demonstrates distinct regional variations in development. [in AS human geography unit] OCR A 2: To what extent is the development gap increasing or decreasing? [in option on development and inequalities] Recommends study of countries at different stages on the development continuum. WJEC A 2: What is the development gap? What hinders the closing of the development gap? What types of strategies exist for reducing the development gap and how effective are these strategies? [in option on development] AQA A 2: The concept of the North/South divide, and its relationship to the development continuum. [in option on development and globalisation] Edexcel A 2: Whole topic on ‘Bridging the development gap’ – causes, consequences, and reduction. 10

The new A levels: HE perspective ¡ In physical geography: l l ¡ will find little new learning possibly less basic geomorphology and scientific analysis In human geography: l l l will find aspects of cultural turn greater awareness of issues better preparation 11

The new A levels: assessment Some very traditional styles and some new approaches ¡ Issues analysis or DME papers ¡ No coursework but fieldwork required (by QCA) at both AS and A 2 ¡ Fieldwork questions are likely to be predictable and answers learned ¡ Limited research opportunities ¡ 12

The new A levels: assessment AQA CCE EDX OCR WJE Compulsory AS questions some most some none all Compulsory A 2 questions some none some x x Multiple choice Data response questions Short mark questions (1 or 2 marks) x few Longer mark questions (c. 10 marks) Decision-making or issue analysis x Individual research – field based Individual research – secondary data x opt. Number of essays (30 minutes or more) 1 dme Pre-release information x x 2+ 4 4 x 13

Assessment continuum straight-forward OCR AQA challenging Edexcel CCEA WJEC 14

The new A levels: assessment ¡ Schools’ perspective: l l ¡ continuing or greater teaching to the exam questions may require narrower range of skills HE perspective: l l l students may be less prepared for independent learning fewer research skills less understanding of referencing 15

Comparison of assessment: coasts ¡ ¡ ¡ With reference to one or more named examples, explain how management schemes in coastal areas can provide protection from coastal processes. (9) OCR AS With reference to one or more case studies of coastal management, discuss whether the benefits outweigh the costs. (15) AQA AS Using names examples, examine the environmental costs of coastal development such as those shown in Florida. (10) Edexcel AS With reference to named examples, explain the ways in which human activities might lead to conflicts in coastal areas, and examine what is being done to reduce such conflicts. (25) OCR AS With reference to a regional case study, describe the nature of the hard and soft engineering strategies used to protect coastal areas and evaluate the impact of these strategies on the human and physical environment. (15) CCEA A 2 Use examples to assess the success of strategies used to manage the impact of human activity on the coastal environment. (25) WJEC A 2 16

Decision-making and issues analysis ¡ ¡ ¡ ¡ Four ABs include DMEs or issues analysis assessment Three ABs base this upon pre-released data CCEA: DME with 30 minutes reading time in exam WJEC: DME resource folder released c. 6 weeks before exam AQA: Issue Evaluation advance information released 2½ months before exam + more in exam Edexcel: Issue Analysis advanced information released 4 weeks before exam + more in exam OCR: No DME or similar - simple resource-based skills questions in exam 17

Fieldwork & skills assessment ¡ There are predictable questions in all: l l l ¡ ¡ ¡ aims & hypotheses data collection methods sampling methods data presentation techniques data analysis techniques Edexcel, OCR & WJEC probably require less – could get away with two days AQA & CCEA most solidly examined in both AS & A 2 but could get away with one good week of fieldwork OCR is most basic: fieldwork only really needed for A 2 Edexcel may be most challenging: 90 -minute question based upon own research AQA & CCEA are most thorough in testing skills CCEA requires submission of field report & data table with exam 18

A level: stretch and challenge ¡ ¡ A* will differentiate top candidates Summer 2007: l l l l Edexcel A 33. 1% OCR A 29. 8% AQA B 29. 6% AQA A 28. 6% WJEC 27. 2% CCEA 26. 0% Edexcel B 22. 8% 19

A level: stretch and challenge ¡ ¡ AQA, Edexcel, and CCEA address this in discrete sections in their specifications WJEC refers to its demands in five separate places OCR has one reference but flags up opportunities in its support material. CCEA: “This will be achieved by: l l ¡ ¡ using a variety of command words, for example analyse, evaluate, discuss, compare, to elicit a full range of response types the use of case studies the use of open-ended questions the use of resource materials” AQA add: “connectivity between sections of questions” and “extended writing” Edexcel add: “development of synoptic assessment to include a research component” 20

A level: stretch and challenge ¡ OCR: say that Unit Content “gives a minimum list of topics/concepts that can be expected to be studied in the time available. These topics/concepts are not exclusive and centres are encouraged to go beyond this minimum to enable candidates to better meet the needs of ‘stretch and challenge’. ” ¡ WJEC say: In A 2 “the decision-making/problemsolving/issues-evaluation exercises require candidates to draw together relevant knowledge, understanding and skills of the specification to tackle a decision, problem or issue that is new to them. The final question will provide ‘stretch and challenge’. ” 21

Alternatives to AS/A level International Baccalaureate ¡ Cambridge Pre-U Diploma ¡ Welsh Bacc ¡ 14 -19 Diplomas ¡ GNVQs, etc. ¡ 22

International Baccalaureate ¡ ¡ ¡ “a challenging two-year curriculum” Compulsory elements Geography is one of nine subjects in Group 3 23

Cambridge Pre-U ¡ ¡ ¡ Intended to be more academically rigorous Linear course Geography is one of 22 subjects Candidates choose three principal subjects Parallel course on Global Perspectives used to deliver thinking skills and research skills Independent research report completes Diploma Working towards full QCA accreditation 24

Pre-U Geography ¡ ¡ Can be taken as a stand-alone certificate Geographical Issues (40%) l l ¡ Global Environments (20%) l l ¡ arid & semi-arid, glacial & periglacial, coastal tropical, temperate, atmospheric Global Themes (20%) l l ¡ hydrological and tectonic hazards, weather crime, spatial inequality, health & disease migration & urban change, trade, aid & debt, work food, tourism, energy & mineral resources Research Topic (20%) l one of three prescribed topics Cambridge Pre-U 25

Welsh Baccalaureate ¡ ¡ Consists of three parts: The Core - consisting of four components: l l ¡ ¡ ¡ Key Skills Wales, Europe and the World Work-related Education Personal and Social Education. Options selected from existing courses or programmes – GCSE, VGCSE, AS/A levels, AVCE, NVQ, or BTEC An individual investigation Offered at Advanced, Intermediate and Foundation levels 26

14 -19 Diplomas ¡ From September 2008: l l l ¡ Information Technology Society, Health & Development Engineering Creative & Media Construction & the Built Environment From September 2009: l l Environmental & Land-Based Studies Manufacturing & Product Design l l l ¡ From September 2010: l l ¡ Hair & Beauty Studies Business Administration & Finance Hospitality Travel & Tourism Public Services Sport & Leisure Retail From September 2011: l l l Humanities Languages Science 27

14 -19 Diplomas ¡ General geography content: l l l Sustainability Resource use Environmental impact Environmental and Land-Based Studies (2009) ¡ Travel and Tourism (2010) ¡ Humanities (2011) ¡ Science (2011) ¡ 28

Bridging the gorge… Sixth-form HE 29

Building the bridge… ¡ ¡ ¡ Schools/colleges’ priority is to get students through sixth-form successfully HE wants well-prepared students but must recognise constraints on teachers Teachers want up-to-date material but rely on HE to supply this Teachers must recognise constraints on HE re research priorities BUT need to communicate more as both rely on each other 30

Two-way transport is needed… ¡ ¡ ¡ ¡ Develop & use local GA branches Visit each other Get HE students into schools & A level candidates into universities Set up training days for teachers & for lecturers Publish accessible material Work with awarding bodies Research best practice 31

…but it is not an unbridgeable divide… 32