Meeting the Challenges of the new Edexcel GSCEs

Meeting the Challenges of the new Edexcel GSCEs

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Comparison alley new and old specs? s n o i cat i cif e p S Old s nt e m s sses Sim ed Tier olled a tr ise c r Con e k ex s G r o * A ldw studie e i f One f case o Lots Urban challenges Development issues Climate change Ecosystem Enquiry SPa. G s n o i t a c i f eci p S ew N ie t i r a il Similarities Coasts Rivers tats s d an riting s h t ma nded w e r ms a x Mo exte asks n e l i e t r d k o r M ldwo sse loba e s s e 2 fi work a t – e. g G ion t d Fiel conten circula c New spheri o atm

Overview of GCSE Geography A

Overview of GCSE Geography B: Investigating Geographical Issues Global Geographical Issues Content overview Hazardous Earth • tectonic hazards • tropical storms Development Dynamics • case study of an emerging country Challenges of an Urbanising World • case study of a megacity in a developing or emerging country Assessment overview 37. 5%; 94 marks 1 hour 30 minutes exam UK Geographical Issues People and Environment Issues – Making Geographical Decisions The UK’s Evolving Physical Landscape • coastal change & conflict • river processes & pressures People and the biosphere (global biomes and their use) The UK’s Evolving Human Landscape • case study of a dynamic UK city Consuming Energy Resources Geographical investigations - fieldwork • Physical: rivers or coasts • Human: urban or rural 37. 5%; 94 marks 1 hour 30 minutes exam Forests under threat (tropical rainforest and taiga) A decision making exercise that draws across the three topics of study and students’ conceptual knowledge and understanding from the full course of study. 25%; 64 marks 1 hour 30 minutes exam

Two specifications – a comparison Same • Three components • A UK paper • Fieldwork in one paper • Integrated geographical skills • Assessment weighting, marks and exam time • Fieldwork environments Different • Spec A specification organised by domain; Spec B by scale • Spec B integrated fieldwork questions • Spec B with a synoptic DME; Spec A with a mini UK synoptic • Content: Glaciated landscapes in Spec A, Tectonics in Spec B

Geography A – Assessment overview Content Total marks Time (minutes) Max. mark tariff PAPER 1: The Physical Environment Section A: The changing landscapes of the UK 30 30 2 x 8 marks Section B: Weather hazards and climate change 30 30 1 x 8 marks Section C: Ecosystems, biodiversity and management 34 30 1 x 8 marks plus 4 SPAG marks Section A: Changing cities 30 30 1 x 8 marks Section B: Global development 30 30 1 x 8 marks Section C: Resource management 34 30 1 x 8 marks plus 4 SPAG marks Section A: Geographical Investigations – physical 18 20 1 x 8 marks Section B: Geographical Investigations – human 18 20 1 x 8 marks Section C: UK Challenges 28 35 plus 15 minutes of reading 1 x 12 marks plus 4 SPAG marks PAPER 2: The Human Environment PAPER 3: Fieldwork and UK Challenges

Assessment at a glance Content Total marks Time (minutes) Max mark tariff Section A: Hazardous Earth 30 30 1 x 8 marks Section B: Development dynamics 34 30 1 x 8 marks plus 4 marks SPAG Section C: Challenges of an urbanising world 30 30 1 x 8 marks Section A: The UK’s evolving physical landscape 31 25 1 x 8 marks plus 4 marks SPAG Section B: The UK’s evolving human landscape 27 25 1 x 8 marks Section C 1: Fieldwork in a physical environment 18 20 1 x 8 marks Section C 2: Fieldwork in a human environment 18 20 1 x 8 marks 60 plus 30 minutes reading 1 x 12 marks plus 4 marks SPAG PAPER 1: Global Geographical Issues PAPER 2: UK Geographical Issues PAPER 3: People and Environment Issues – Making Geographical Decisions DME: Sections A (biosphere), B (forests), C (energy) and D (decision) 64

Main challenges of the new Df. E subject crtieria • No foundation paper • 2 days of fieldwork and changes to how fieldwork is assessed • Increased application of skills, especially maths and statistics • Increase demand for extended writing • Change to grading system (9 -1) • New content

How we have responded to these challenges? • • Exams papers with ramped demand Prescribed fieldwork tasks Maths for Geographers Guide Literacy Guide with student exemplars and examiner commentaries • Ongoing professional development events, including free GRTT events • Detailed spec content & consistent use of common command words and mark schemes

Using the new command words

Command words: ‘point marked’ Command Word Identify/ State/Name Definition Recall or select one or more pieces of information. State the meaning of a term. Calculate Produce a numerical answer, showing relevant working. Draw/plot Create a graphical representation of geographical information. Label Add a label/labels to a given resource, graphic or image. Describe Give an account of the main characteristics of something or the steps in a process. Statements in the response should be developed but do not need to include a justification or reason. Compare Find the similarities and differences of two elements given in a question. Each response must relate to both elements, and must include a statement of their similarity/difference. Explain Provide a reasoned explanation of how or why something occurs. An explanation requires a justification/exemplification of a point. Some questions will require the use of annotated diagrams to support explanation. Suggest Apply understanding to provide a reasoned explanation of how or why something may occur. A suggested explanation requires a justification/exemplification of a point.

Command words: ‘levels marked’ Assess Use evidence to determine the relative significance of something. Give consideration to all factors and identify which are the most important. Examine Break something down into individual components/processes and say how each one individually contributes to the question theme/topic and how the components/processes work together and interrelate Evaluate Measure the value or success of something and ultimately provide a substantiated judgement/conclusion. Review information and then bring it together to form a conclusion, drawing on evidence such as strengths, weaknesses, alternatives and relevant data. Select and… Justify Select one option from those given and justify the choice, drawing across the resources provided and knowledge/understanding. The justification should include consideration of the alternative options in order to provide a supported argument in favour of the chosen option.

Command words by mark tariff Mark tariff 1 Identify/State/Name * Define * Calculate * * Label * * Draw 2 * Compare 3 4 8 * * Describe * * Explain * * * Suggest * * * Assess * Evaluate * Select and justify 12 *

Ofqual assessment objectives

T&L strategies to tackle the command words

AO 1 – Demonstrating knowledge • Identify • State • Name • Define

Fan –N-Pick, teammates play a card game to respond to questions. Roles rotate with each new question • Each team receives a set of question cards 1. Student number 1 holds question cards in a fan and says “pick a card, any card” 2. Student number 2 picks a card, reads the question aloud, and allows five seconds of think time. 3. Student number 3 answers the question 4. Student number 4 responds to the question 5. Students number 4 checks and coaches the answer 5. Students rotate roles, one person clockwise fro each new round.

Identify/state/name Recall or select one or more pieces of information. Example question State an example of a sedimentary rock. T&L strategies – • Taboo – students are given a key word and they have to describe that word without using the word or key words associated with it.

Define State the meaning of a term. Example question Define the term deindustrialisation T&L strategy • Quiz-quiz trade – students pair up, each has a card with a question and answer. They take it in turns to question and coach if necessary each other, after which they trade cards and then pair up with someone else.

AO 4 – select, adapt and use a variety of skills and techniques • Label • Calculate • Draw

Calculate Produce a numerical answer, showing relevant working. Example question Calculate the range of average temperatures for the four locations in Figure 7 (SPec. A SAMS P 15) T&L strategy- Rally coach, match mine

Rally coach 1. 2. 3. 4. 5. 6. 7. 8. 9. In pairs. Determine who is A and who is B. Present a problem for which there is only one correct answer. Partner A solves the problem while Partner B coaches, checks the accuracy of the answer and praises. If the answer is incorrect, Partner B coaches Partner A to the correct answer. Present a new one-answer-only problem. Partner B solves the problem while Partner B coaches, checks the accuracy of the answer and praises. Repeat from step 1.

Draw/plot Create a graphical representation of geographical information. • Sample question complete compound bar chart for the megacity, using data in Figure 6(spec B sams pg 23) • T&L strategies • Match mine

Label Add a label/labels to a given resource, graphic or image Sample question Draw a best fit line on Figure A(spec a sams pg 69) T&L activity- Match mine

Match mine – partners on opposite sides of a barrier communicate with precision attempting to match the other’s arrangement. Partners sit on opposite sides of barrier with. One is designated to be the sender, the other the receiver. 1. Sender sets up their board 2. Sender gives the receiver directions to match the sender’s arrangement of their board 3. When finished, partners set boards side by side to check for accuracy. 4. Sender gives receiver feedback 5. Roles are switched.

AO 2 - demonstrate geographical understanding • Compare • Describe • Explain • Suggest Back to back drawing: the teams to remain sitting back to back. Do not look at each others paper just yet.

Describe Give an account of the main characteristics of something or the steps in a process. Statements in the response should be developed but do not need to include a justification or reason. Sample question Describe the projected trends in air pollution levels between 2010 and 2050 for India and Indonesia. (spec B sams pg 18) T&L strategy Memory maps Back to back drawing

Map from memory 1. The teacher will have an information sheet (more depending on the group size) and this will remain on a separate desk. Students will be given a blank version (this can also be differentiated depending on the groups ability) 2. Students are then asked to order themselves (1 -4 - again depending on group size - I would advise a maximum size of 4, as this only works logistically but with a larger group size, there is a greater potential for students to lose concentration). 3. The teacher then calls up students (Number 1 first etc) to look at the information sheet, they should be given 30 seconds. Then are then sent back to their groups, and they need to recreate the information on their blank sheet. Here is the catch - they must COMMUNICATE the information verbally, they are not allowed to write or point. The other members of the group can point and obviously write, but the person who has looked at the information must try to remember the information. 4. Wait 2 minutes, call up number 2 and the process is repeated until all students have had the chance to see the information. I would then call this moment 'half time' and students are given the chance to talk about a strategy they have adopted to help them look for, interpret and remember the information - as (unless the have a photographic memory) there is simply too much to remember in 30 seconds. So some students allocate specific information (so in the case of the photo example, one might look at cities, another looks at rivers, another looks at countries). Some students split the map up into sections, and allocate accordingly. Students thinking through a good strategy allows them to plan, work together and hopefully learn a good strategy for remembering information 5. The second half then starts, and the process is repeated. If there are some groups with odd numbers, I often give them to opportunity to send someone up more than once. 6. This exercise should last no more than 30 minutes. Afterwards, a short test or a miniature blank version of the map/graph is used to test individual learning/progression. 7. Obviously, the diagrams are geography focused but there is much potential for recreating this exercise within an subject or topic. It can be differentiated at many levels and can be created in a matter of minutes. 8. Give it a Go!

Compare Find the similarities and differences of two elements given in a question. Each response must relate to both elements, and must include a statement of their similarity/differenc e. Sample question T&L strategy- Comparison alley

Explain • Provide a reasoned explanation of how or why something occurs. An explanation requires a justification/exemp lification of a point. Some questions will require the use of annotated diagrams to support explanation. Sample question Explain one weakness of using the choropleth map, Figure 10, to show urban depricvation. (Specb SAMS pg 71) T&L strategy PEEL

Suggest Apply understanding to provide a reasoned explanation of how or why something may occur. A suggested explanation requires a justification/exemp lification of a point. Sample Question Suggest one impact of drought for people living in a developing country. (3 marks) spec a pg 17 T&L strategy Silent debate

Suggest the impacts of drought for people living in a developing country. Each student in the group has a different coloured pen and writes their responses, silently. Each can read each others and respond or develop.

AO 3 – Applying knowledge and understanding. • Assess • Evaluate • Discuss • Select and justify

Assess Use evidence to determine the relative significance of something. Give consideration to all factors and identify which are the most important. Sample question ‘The causes of past climate change and current global warming are different’ Assess this statement. (spec b sams pg 12) T&L strategy Jot thoughts Pyramid ranking/ venn diagram

What are the all the different causes of climate change? On post-its students write and announce as many ideas as they can in the time allowed, one idea per slip of paper. Each slip of paper is placed in the centre of the table, students attempt to cover the table

Past climate change causes Present climate change causes

VCOP • Vocabulary • Connectives • Openers • Punctuation

Evaluate Measure the value or success of something and ultimately provide a substantiated judgement/conclusi on. Review information and then bring it together to form a conclusion, drawing on evidence such as strengths, weaknesses, alternatives and relevant data. Sample question Evaluate the different responses to the environmental impacts of tropical cyclones in a named developed country (Spec A SAMs p 19) T&L strategy Plus/minus/alternatives

onses ve s native Individuals – can construct makeshift flood defenses to protect their land from flooding Local government – ensure education is provided and messages are given to locals to warn residents about potential hazards such as flooding and contaminated drinking water National government - en relevant monitoring bod the necessary information predicting/forecasting the and mobilise military/em resources to prepare floo defenses/respond to contamination/protect cr wildlife.

Examine (spec a only) (8 marks) • Break something down into individual components/process es and say how each one individually contributes to the question theme/topic and how the components/process es work together and interrelate Examine how physical processes work together in the formation of the spit shown in Figure 2 Teaching and learning strategy. Pyramid ranking

Examine how physical processes work together in the formation of the spit shown in Figure 2 1. word to name the feature 2. words to that describe the direction of movement 3. words to describe how sediment is moved along the coast 4. words that explain why matierial is deposited 5. words which describe the appearance of the landform 6. words to describe the main features on the diagram

Sample question Select…. . and justify (Spec b only)(12 marks) Select one option from those given and justify the choice, drawing across the resources provided and knowledge/understan ding. The justification should include consideration of the alternative options in order to provide a supported argument in favour of the chosen option. Selection the option that you think would be the best long-term plan for the development of the Peruvian rainforest. Justify your choice. T&L strategy Thinking hats

Review Take 5 or give one get one

Supporting you through change Support for planning • Guidance on how to construct a course • Editable 2 year and 3 year course planners • Mapping guides comparing the 2012 and 2016 specifications • Editable schemes of work for every topic • Topic booklet for every topic Support for assessment • Additional specimen papers • Student exemplars with commentary • Mocks marking training

Free Getting Ready To Teach events • Free, face to face and online, Getting Ready To Teach training events during the Spring and Summer terms now available. • Events specifically for the new GCSE Geography A and B specifications. • Tailored for teachers planning and delivering the GCSE over 2 and 3 years. • Practical guidance on how to teach new areas of subject content including extreme weather and climate change. • Practical guidance on planning high quality fieldwork and integrating GIS delivered by the Field Studies Council. • Guidance on understanding the new assessment requirements, fieldwork and synoptic questions.

Fieldwork for all • Teacher guide to planning high quality fieldwork. • Case studies of good fieldwork practice. • Free training on fieldwork planning at our GRTT events. • Editable fieldwork resources • Fieldwork specialists to answer your questions.

Pearson Progression Service

Contact details Jon Wolton, Subject Advisor • Email: teachinggeography@pearson. com • Telephone : 0207 010 2185 • Twitter: @Geog. Advisor • http: //qualifications. pearson. com/en/subjects/geog raphy. html

Contact details Jon Wolton, Subject Advisor • Email: teachinggeography@pearson. com • Telephone : 0207 010 2185 • Twitter: @Geog. Advisor • http: //qualifications. pearson. com/en/subjects/geog raphy. html