New Ofqual Grading Scale ASSESSMENT OVERVIEW OCR Geography

New Ofqual Grading Scale

ASSESSMENT OVERVIEW

OCR Geography A – GEOGRAPHICAL THEMES GCSE (9 -1) J 383 DRAFT LIVING IN THE UK TODAY (01) 60 Marks (3 SPa. G marks) 1 hour 15 minutes written paper 30% of total GCSE THE WORLD AROUND US (02) 60 Marks 1 hour 15 minutes written paper 3 SPa. G marks GEOGRAPHICAL SKILLS 80 Marks 1 hour 30 minutes written paper 3 SPa. G marks 30% of total GCSE 40% of total GCSE 1. Landscapes of the UK: Answer all questions: 19 marks First q: multiple choice. 1 part/1 mark 2. People of the UK Answer all questions: 17 marks First q: multiple choice. 3 parts/3 marks 3. UK Environmental Challenges: Answer all questions: 13 marks First q: multiple choice. 2 parts/2 marks 3 SPa. G marks on ultimate question 1. Ecosystems of the Planet: Answer all questions: 19 marks First q: multiple choice. 3 parts/3 marks 1 case study 8 marks 2. People of the Planet Answer all questions: 21 marks First q: multiple choice. 1 part/1 mark 1 case study 12 marks 3 SPa. G marks on ultimate question (case study) 3. Environmental Threat to the Planet Answer all questions: 17 marks 2 multiple choice qs/2 marks 1 case study containing 8 marks SECTION A GEOGRAPHICAL SKILLS: 3 sections: 1. Answer all questions: 12 marks First q: multiple choice. 4 parts/4 marks 2. Answer all questions: 18 marks 3. Answer all questions: 17 marks First q: multiple choice. 4 parts/4 marks SECTION B GEOGRAPHICAL FIELDWORK Answer all questions: 30 marks 3 SPa. G marks 15% of total assessment =30 marks 10% AO 3 – application of knowledge & understanding 5% AO 4 – geographical skills Fieldwork skills Geographical fieldwork may be defined as the experience of understanding and applying specific geographical knowledge, understanding and skills to a particular and real out‐of‐classroom context. Fieldwork adds ‘geographical value’ to study, allowing learners to ‘anchor ’their studies within a real world context. Fieldwork must be undertaken: • outside the classroom and beyond the school grounds • on at least two occasions • in contrasting locations • in both physical and human geographical contexts. The following areas of fieldwork will be assessed, through both learners’ own experiences of fieldwork and unfamiliar contexts: I i. questions suitable for investigation through fieldwork and an understanding of the geographical enquiry processes appropriate to investigate these I ii. Understanding of the range of techniques and methods used in fieldwork, including observation and different kinds of measurement I ii. processing and presenting fieldwork data in various ways including maps, graphs and diagrams I iv. analysing and explaining data collected in the field using knowledge of relevant geographical case studies and theories v. drawing evidenced conclusions and summaries from fieldwork transcripts and data vi. reflecting critically on fieldwork data, methods used, conclusions drawn and knowledge gained.

ASSESSMENT OVERVIEW

OCR Geography B – GEOGRAPHY FOR ENQUIRING MINDS GCSE (9 -1) J 383 DRAFT OUR NATURAL WORLD (01) 70 Marks 1 hour 15 minutes written paper 3 SPa. G marks 35% of total GCSE PEOPLE AND SOCIETY (02) 70 Marks 1 hour 15 minutes written paper 3 SPa. G marks GEOGRAPHICAL EXPLORATION 60 Marks 1 hour 30 minutes written paper 3 SPa. G marks 35% of total GCSE 30% of total GCSE SECTION A 1. Global Hazards: Answer all questions: 13 marks First q: multiple choice. 3 parts/3 marks 2. Changing Climate: Answer all questions: 13 marks First q: multiple choice. 2 parts/2 marks 3. Distinctive Landscapes: Answer all questions: 13 marks First q: multiple choice. 2 parts/2 marks 4. Sustaining Ecosystems: Answer all questions: 13 marks First q: multiple choice. 3 parts/3 marks SECTION B Physical Geography Fieldwork: Answer all questions: 19 marks 3 SPa. G marks on ultimate question SECTION A 1. Urban Futures: Answer all questions: 13 marks First q: multiple choice. 2 parts/2 marks 1 case study 8 marks 2. Dynamic Development Answer all questions: 13 marks First q: multiple choice. 3 parts/3 marks 1 case study 9 marks 3. UK in the 21 st Century Answer all questions: 13 marks First q: multiple choice. 3 parts/3 marks 4. Resource Reliance Answer all questions: 13 marks First q: multiple choice. 2 parts/2 marks 1 case study 10 marks SECTION B Human Geography Fieldwork Answer all questions: 18 marks 3 SPa. G marks on ultimate question More marks than minutes: Multiple choice include – confidence building Fewest marks/greatest assessment Confidence-building questions 191 subject marks (9 for SPa. G rather than 12) Papers 1 & 2 mirror each other. Papers 1 & 2 put student over OFQUAL minimum Paper 3 links to papers 1 & 2 SYNOPTICITY – progression to KS 5 Enquiry focussed and investigative synoptic assessment. draws on papers 1 & 2 thematic 3 SPa. G marks on ultimate question. FIELDWORK 15% of total assessment =30 marks 10% AO 3 – application of knowledge & understanding 5% AO 4 – geographical skills ASSESSED WITHIN COMPONENTS 01 & 02 Written statement to be submitted to OCR, containing the following information in respect of each of the fieldwork opportunities: ‐ The date on which it was provided ‐ The location at which it was provided ‐ The environment to which it related ‐ The number of learners who participated ‐ The main issues/questions investigated during the f/wk opportunities. ‐ The relationship of the f/wk opportunities to specific content.

6 fieldwork components

Comparison of New Geography GCSE Specs (First Teaching September 2016 / Examinations 2018) Based on the Draft Specifications available 14/04/2015 AQA Paper 1: Living with the Physical Environment (1 hour 30 minutes / 35%) Section A: Challenge of Natural Hazards Tectonic Hazards Weather and Climate Section B: Physical Landscapes in the UK -2 of 3 from: Coast Rivers Glacial Section C: Living World Ecosystems and Tropical Rainforest Hot Deserts OR Cold Environments Paper 2: Challenges in the Human Environment (1 hour 30 minutes / 35%) Urban Issues and Challenges Changing Economic World Resource Management (with focus on Food or Water or Energy) Paper 3: Geographical Application (1 hour / 30%) Issue Evaluation (from pre-release) Fieldwork (human and physical including interaction) Edexcel A Paper 1: Physical Environment (1 hour 30 min / 37. 5%) Section A: The Changing landscapes of the UK (2 of 3 from) : Coasts Rivers Glaciers Section B: Weather Hazards and Climate Change Section C: Ecosystems, biodiversity and management. Paper 2: Human Environment (1 hour 30 min / 37. 5%) Changing Cities Global Development Resource Management (With either energy or water resource management). Paper 3: Geographical Investigation Fieldwork and UK Challenges [1 hour 15 min / 25%) Rivers or Coasts Fieldwork Central/Inner Urban or Rural Settlement Fieldwork UK Challenges Questions Edexcel B Paper 1: Global Geographical Issues (1 hour 30 minutes / 37. 5%) Topic 1: Hazardous Earth Climatic Hazards Tectonic Hazards Topic 2: Development Dynamics Topic 3: Challenges of an urbanising world. Paper 2: UK Geographical Issues (1 hour 30 minutes 37. 5%) Physical Landscape of the UK Coastal Change River Processes and Pressures UK’s Evolving Human Landscape Fieldwork Questions(1 Coast/Rivers and 1 urban) Paper 3: People and Environment Issues – Making Decisions (1 hour / 25%) People and the Biosphere Forests under threat Consuming energy resources Making Geographical Decisions Eduqas (WJEC) A Paper 1: Changing Physical and Human Landscapes (1 hour 30 minutes / 35%) Landscapes and Physical Processes (rivers / coasts) Rural‐Urban Links Tourism or Hazardous Landscapes Paper 2: Environment and Development Issues (1 hour 30 minutes / 35%) Weather, Climate and Ecosystems. Economic Development Issues Social Development Issues or Environmental Changes Paper 3: Applied Fieldwork Enquiry Approaches to Fieldwork Methods Fieldwork Enquiry Application to UK contexts WJEC will select fieldwork method and WJEC will select concept approach – two contrasting investigations. Eduquas (WJEC) B Paper 1: Investigating Geographical Issues Changing Places – Changing Economies Changing Environments (coast, rivers, weather and climate) Environmental Challenges Paper 2: Problem Solving Geography A problem solving paper in three parts assessing the content from across the three themes described in paper 1. Paper 3: Applied Fieldwork Enquiry Approaches to Fieldwork Methods Fieldwork Enquiry Application to UK contexts WJEC will select fieldwork method and WJEC will select concept approach – two contrasting investigations. OCR A Paper 1: Living the UK Today (1 hour 15 minutes / 30%) Landscapes of the UK People of UK UK Environmental Challenges Paper 2: The World Around US (1 hour 15 minutes / 30%) Ecosystems of the Planet People of the Planet (development) Environmental threats to the planet. Paper 3: Geographical Skills (1 hour 30 minutes / 40%) Geographical Skills Fieldwork Assessment (should carry out fieldwork in two different environments / human and physical) OCR B Paper 1: Our Natural World (1 hour 15 minutes / 35%) Global Hazards Changing Climate Distinctive Landscapes Sustaining Ecosystems Fieldwork Geographical Skills Paper 2: People and Society (1 hour 15 minutes / 35%) Urban Futures Dynamic Development UK in the 21 st Century Resource Resilience Fieldwork Geographical Skills Geographical Exploration (1 hour 30 minutes / 30%) Geographical Skills Decision Making Exercise Fieldwork must be one human / one physical in contrasting locations.

OCR LIVING IN THE UK TODAY (01) 60 Marks (3 SPa. G marks) 1 hour 15 minutes written paper 30% of total GCSE 1. 25 marks per minute EDEXCEL The Physical Environment 90 Marks 1 hour 30 minutes written paper 37. 5% of total GCSE Mark a minute AQA Living with the physical environment 1 hour 30 minutes Written exam: 88 marks (3 marks SPAG) 35% of GCSE 1. 02 marks per minute THE WORLD AROUND US (02) 60 Marks 93 SPa. G marks) 1 hour 15 minutes written paper 30% of total GCSE 1. 25 marks per minute The Human Environment 90 Marks 1 hour 30 minutes written paper 37. 5% of total GCSE Mark a minute Challenges in the human environment 1 hour 30 minutes Written exam: 88 marks (3 marks SPAG) 35% of GCSE 1. 02 marks per minute GEOGRAPHICAL SKILLS (03) 80 Marks (3 SPa. G marks) 1 hour 30 minutes written paper 40% of total GCSE 1. 125 marks per minute Geographical Investigations: Fieldwork & UK Challenges 60 Marks 1 hour 15 minutes written paper 25% of total GCSE 1. 25 marks per minute Geographical applications Written exam: 1 hour 76 marks (including 6 marks for SPGST) 30% of GCSE 0. 78 marks per minute WJEC Changing Physical and Human Landscapes 1 hour 30 minutes 84 marks (plus 4 marks for spelling, punctuation and grammar) = 88 35% of GCSE 1. 02 marks per minute Environmental and Development Issues Written examination: 1 hour 30 minutes 35% of qualification 84 marks (plus 4 marks for spelling, punctuation and grammar) 1. 02 marks per minute Applied Fieldwork Enquiry Written examination: 1 hour 15 minutes 30% of qualification 72 marks (plus 4 marks for spelling, punctuation and grammar) =76 0. 9 marks per minute

OCR OUR NATURAL WORLD (01) 70 Marks (3 SPa. G marks) 1 hour 15 minutes written paper 35% of total GCSE 1. 07 EDEXCEL Global Geographical Issues 90 Marks 1 hour 30 minutes written paper 37. 5% of total GCSE Mark a minute AQA PEOPLE AND SOCIETY (02) 70 Marks (3 SPa. G marks) 1 hour 15 minutes written paper 35% of total GCSE 1. 07 The UK’s evolving physical landscape 90 Marks 1 hour 30 minutes written paper 37. 5% of total GCSE Mark a minute GEOGRAPHICAL SKILLS (03) 80 Marks (3 SPa. G marks) 1 hour 30 minutes written paper 40% of total GCSE 1. 25 People and the biosphere. Forests under threat. Consuming Energy Resources. 60 Marks 1 hour 15 minutes written paper 25% of total GCSE 1. 25 marks per minute WJEC Investigating Geographical Issues 1 hour 45 minutes 40% of qualification 96 marks (plus 4 marks for spelling, punctuation and grammar) = 100 40% of GCSE 0. 75 marks per minute Problem Solving Geography 1 hour 30 minutes 30% of qualification 72 marks (plus 4 marks for spelling, punctuation and grammar) = 76 1. 18 marks per minute Applied Fieldwork Enquiry 1 hour 15 minutes 30% of qualification 72 marks (plus 4 marks for spelling, punctuation and grammar) 76 0. 9 marks per minute

DIALOGUE OPPORTUNITIES OFSTED CRITERIA “Marking and dialogue between teachers and other adults and teachers are of consistently high quality” • • • Topic exploration pack - starting point for discussion. Past papers with high level questions. Resource booklet to generate questions. Fieldwork to trigger questions. Collaboration tasks leading to questioning between students. Delivery guide activities

• Clear level descriptors. • Breakdown of SP&G elements for accuracy. • Clear where to credit marks. • Opportunities to award unexpected approaches to quest • Scheme giving differentiation opportunities. • Clear assessment objectives grid. • Examples for accurate marking.

Results - robust and reliable assessment - Our papers are straightforward papers with clear, unequivocal and explicit questions and directions, in plain English. - Taken extensive measures to ensure accuracy of assessment: examiners are teachers or ex-teachers (6 years’ + experience of working for us) - Positive marking: OCR’s has ensured its assessors give credit for what a candidate has achieved & not penalise for answers that are lacking. - Clip by clip, anonymous marking – different questions are marked by different examiners, trained within specific specialisms. - Student answer all questions, so there is no confusion - Inserted answer lines to inform students of the length of answer. OCR has given a guide of answer length with answer lines included in the question papers. This helps ensure the stronger students (old higher tier) do not over-respond to the low-tariff questions and also to give the weaker learners (old foundation tier) direction to include more detail on the higher tariff questions; making our papers accessible for all learners now that Geography is an untiered exam. - More marks than minutes: moving away from the normal mark a minute and allowing students more time to think for about the question(= Higher attainment) - Confidence-building questions: exam papers begin with the simpler confidence building questions targeting the lower grades at each tier, before moving on steadily through the paper to questions targeting the upper grades at each tier. - No ambiguous wording: We are placing additional focus on our scrutiny of the language, to ensure that no language is used that could hinder candidates’ understanding of the questions (set by language professionals) - Double Commands on higher questions – for grade differentiation - Resources in a separate booklet so exam paper has fewer pages and less daunting to the candidate. Also cheaper to print - Marks for questions in bold so clearly seen by the candidate and can be used as a guide for answering. - Simple numbering of resource figures – 1, 2, 3, 4, 5 rather than 1 a, 1 b, 1 c, 1 d, 1 e. - NO confusing front cover guidance – “answer two questions from questions 2, 3 and 4 and “try to answer every question”. - Students are asked to answer ALL questions, so no confusion. avoids some candidates answering them all by mistake and spending less time on those where marks can be gained - Resources figures shown in bold within questions so easily identified by the candidate. - Clear guidance on the use of additional pages at the end of the answer booklet to avoid errors, ie, numbering answers. - Exciting content studied in topics and brought to life by engaging enquiry questions - Candidate to answer all questions rather than some which Getting results. Student progress. Departmental targets. Smooth Transition KS 3 – KS 4 and KS 4 –KS 5 - Free online transition guides and checkpoint tasks for KS 3 – 4 which include checkpoint tasks designed to test readiness for progression and can identify skills gaps. Useful for stronger learners in year 8 or those who need further support in year 9/10. - GCSE Models are mirrored in assessment style and structure at A Level - Look too at Exam. Creator to help with revision, target-setting and tracking progress - Active. Results: results, data, documents and reports – You can view all your centre results on OCR’s secure site: Interchange. Where

DELIVERY GUIDES

DELIVERY GUIDES Delivery Guide

LESSON ELEMENTS Lesson Element

CANDIDATE STYLE ANSWERS

SCHEME OF WORK BUILDER

SKILLS GUIDES

The next steps are: To let OCR know what your estimated entries (your best projection of the number of learners who will be entered for a qualification in a particular series). Estimated entries should be submitted to OCR by the specified deadline. They are free and do not commit your centre in any way. OCR has a form called an Intention to Teach, which can if necessary be sent electronically.

THE OCR GEOGRAPHY TEAM IS HERE TO SUPPORT YOU WITH SCHOOL VISITS CPD MONTHLY PERIODICAL TEACHING AND LEARNING RESOURCES Mark Smith Shelley Monk Abi Carter

A LEVEL OVERVIEW Factors affecting landscapes Landform development Influence of climate change Impact of human activity Importance of water and carbon to life on earth Case studies of Tropical Rainforest and Arctic Tundra Change over time Links and interdependence between the cycles Two contrasting places at a local scale How place is understood and represented Economic change and social inequality Place making processes in creating places LANDSCAPE SYSTEMS CHANGING SPACES; MAKING PLACES EARTH’S LIFE SUPPORT SYSTEMS GLOBAL CONNECTION S Increasingly interconnected world with patterns; unequal flows; challenges and geopolitics International trade or global population migration Human rights or sovereignty and territorial integrity

GEOGRAPHICAL SKILLS Qualitative Quantitative Range of methodological approaches including interviews Geospatial technologies used to collect, analyse and present geographical data Interpret & evaluate textual & visual sources Collection, use and analyse; digital, geo-located data Opportunities and limitations of qualitative techniques such as coding & sampling Descriptive statistics – central tendency and dispersion Implications of collecting geographical data about human communities Inferential statistics and relational statistics including measures of correlation & lines of best fit Measurement errors and sampling

IN SUMMARY • New qualifications developed by teachers for • • • teachers, with learners at the centre Clear, explicit content allowing for flexible delivery Fewer case studies, clearly outlined and contemporary Wide range of CPD opportunities Teaching and learning materials available and in development Subject Specialists to support you and your schools Collaboration and partnership with Hodder

Please send your feedback or any queries to our team of Geography Subject Specialists: Geography@ocr. org. uk Follow us on twitter: @OCR_Geography