WJEC GCSE Geography Summer 2018 CPD Feedback November
WJEC GCSE Geography Summer 2018 CPD Feedback November 2018
Aims of Today’s Presentation 1. How did the examination perform? 2. What went well/caused concern? 3. How was the paper marked? 4. What can you and your students do to improve?
Change and Challenge • A non-tiered paper assessing the full ability range • Examination driven by Assessment Objectives which provide the rationale for assessment • Each question targets one AO only • More extended writing • Greater use of banded mark schemes • Increased range and challenge of mathematical and statistical techniques • On-line marking
New Assessment Objectives create a rationale for the construction of the papers AO Requirement weighting AO 1. 1 Demonstrate knowledge of locations, places, 15% AO 1. 2 Demonstrate geographical understanding of: 25% processes, environments and different scales. AO 2 AO 3 • concepts and how they are used in relation to places, environments and processes; • the inter-relationships between places, environments and processes. Higher Apply knowledge and understanding to 35% weighting interpret, analyse and evaluate geographical information and issues and to Greater demand make judgements. Select, adapt and use a variety of skills and 25% techniques to investigate questions and Lower issues and communicate findings. weighting
Assessment Objectives weightings in each unit are fixed with individual questions targeting ONE AO Unit 1 Unit 3 Unit 2 Q 1 Q 2 Q 3/4 AO 1. 1 5 6 4 0 AO 1. 2 6 8 6 10 AO 2 9 8 8 20 AO 3 8 6 6 10 Acc 0 3 0 4 Totals 28 31 24 44 TOTAL 83 (40%) 20%
2018 Outcomes – Units 1/2 • Both papers performed well with all questions accessible to most • Many very impressive responses • Candidates who understood the AOs were rewarded • As expected, AO 2 presented the greatest challenge • Unit 1 slightly more accessible than Unit 2 • Option Themes 3/4 approx. 60: 40 split • Option Themes 7/8 approx. 55: 45 split
2018 Grade Boundaries Max Mark C D E F G 210 150 129 108 88 69 50 32 14 Unit 1 83 60 52 44 36 28 20 13 6 Unit 2 83 57 49 41 34 27 20 13 6 Unit 3 44 33 28 23 18 14 10 6 2 Geography A* A B
Unit 1 Mark Distribution Mean = 43. 4
Unit 2 Mark Distribution Mean = 40. 1
Unit 3 Mark Distribution Mean = 22. 3
Unit 1 Facility Factors
Unit 2 Facility Factors
AO 1. 1 (15%) • Knowledge of aspects of subject content • Candidates will be asked to recall knowledge of: Locations Processes Places Environments Maximum tariff 4 marks in exam
AO 1. 1 Feedback Unit 1 • Generally accessible to most candidates. • FF at least 50 for all items except Qu 3 (a)(ii) stratovolcanoes • Note new areas of content in specification • Good knowledge of hydraulic action • Take care to respond to command mark tariff, for instance …… • Describe one, Describe two • Ensure answer develops a point sufficiently to earn available marks
1 (b)(ii) Describe one negative impact of people on a landscape you have studied FF 0. 5 (Coastal towns like Tenby) One negative impact is footpath erosion and litter due to the great number of visitors. There is also congestion in the town by having too many cars which causes noise pollution. Too many people walking on footpaths in Snowdonia causes them to erode which spoils the natural beauty of the landscape, destroys animal habitats and reduces the amount of natural vegetation.
2 (a)(iv) Describe two ways in which an ageing population has created challenges for the UK. FF 0. 62 An ageing population has created economic problems because more people rely on the state for pensions so taxes for working people have increased to pay for them. Social challenges have also occurred as more old people live on their own which leads to a lack of housing for other people. Also by living alone many elderly people are isolated and need support.
2 (a)(iv) Describe two ways in which an ageing population has created challenges for the UK. Ageing population stay in their houses for longer instead of moving into a home. Older people contribute nothing. They are a waste of space. A challenge of ageing population is that companies who make ramps for buses may not be able to keep up with demand.
AO 1. 1 Feedback Unit 2 • Knowledge of limitations of GDP as a measure of economic development was weak (Key Question 6. 1. 1) • Knowledge of factors affecting change in birth rates was also a challenge for many.
2 (a)(ii) Give two limitations of using Total GDP as a measure of economic development. We saw many vague answers…. . FF 0. 5 1. A country may be very poor. 2. A country may be bigger or smaller. And lots of answers where candidates had little knowledge of GDP…. . 1. The total GDP of a country changes all the time. 2. They might not sell all of the product.
AO 1. 2 (25%) • Understanding of aspects of subject content • Candidates will be asked to demonstrate understanding of: Places Environments Concepts Interrelationships Some questions carry low mark tariff, ie. 2 -4 marks, but others require extended writing, with a tariff of 6 -8 marks
AO 1. 2 Feedback Unit 1 • Explain why…………. . • Requires candidates to make links and connections • Relationship between cause and effect • Waterfalls – many candidates competently described how geology and river processes lead to formation • Band 2 (3 -4 marks) • Good candidates made the link between them to enter band 3 (5 -6 marks) • Note that the diagram was optional!
FF 0. 5 Waterfalls are created when a band of hard rock sits on top of soft rock. This is the cap rock. The softer rock is eroded more easily by the river but bits of the hard rock fall into the plunge pool and are used by the fast flowing water in the process of abrasion to scrape away the softer rock causing it to undercut. Hydraulic action is also more powerful against the softer rock to help deepen the plunge pool by the force of the water. These processes cause more undercutting leaving the hard rock overhanging and it eventually collapses under gravity into the plunge pool to help continue the abrasion. The rocks are broken down into smaller pieces by attrition and abrasion and transported away by the river. This way the waterfall retreats back upstream and the process is continuous.
Total AO 1. 1 AO 1. 2 AO 3 SPAG 2(b) (iii) Explain why people in rural areas of Wales may have less access to services now than in the past. 6 Band 3 2 1 Marks Descriptor 5 -6 Good understanding of pressures facing rural communities for service provision and their causes. Explanation shows some sophistication. 3 -4 Some understanding of pressures in rural areas but response may lack depth and detail and only have partial explanation. 1 -2 0 6 Valid statements show limited understanding of life in rural areas. Award 0 marks if the answer is incorrect or wholly irrelevant. FF 0. 45
What constitutes good understanding and sophisticated explanation? • Look for clues in the previous subquestion! • Understanding of impact of counterurbanisation, commuting, second home ownership, urban sphere of influence and/or urban-rural continuum on rural services • Not looking for all of the above, just the ability to make some connections beyond the superficial! • Similar trend in Qu 3/4 linking vulnerability from hazards to development – explanation only partial
Simple statements show basic understanding. Good understanding of why both population growth and agricultural change lead to an increased demand for water – Band 3 Candidate shows a thorough understanding in their response. Response works up through levels. Candidate begins to demonstrate understanding of the reasons for increasing demand for water. Response is fluent and logically constructed – Band 4
Elements of AO 2 (35%) Applying knowledge and understanding to make a decision and justify it. Applying knowledge and understanding to weigh up strengths and limitations. For example, evaluating a strategy decision making evaluation inference analysis Applying knowledge and understanding to interpret a novel situation. For example, finding meaning in a photo Applying knowledge and understanding to make sense of data and describe connections. For example, making sense of a table of data
AO 2 Feedback • As expected, AO 2 posed the most consistent challenge to candidates • Many very good examples evident showed clearly where candidates had been well prepared • There is a need to focus on all four strands • Resources are always provided to HELP • Candidates may use own knowledge and understanding to augment resources
1 (c)(iii) Evaluate one or more strategies for managing landscapes in Wales FF 0. 46 • Too many candidates failed to fully evaluate • Many candidates read question as ‘Describe one or more strategies for managing landscapes in Wales’ • Good evaluation must consider advantages and disadvantages of one strategy or compare different strategies with each other • Not looking for conclusion or decision for 6 marks, just the ability to weigh up pros and cons
Band 3 The majority of responses fell into 2 this category! 1 Marks 5 -6 3 -4 1 -2 0 Descriptor Good evaluation of one or more strategies for management of landscapes showing clear ability to evaluate and present evidence to justify points made. Answer is balanced between advantages and disadvantages of one strategy or is able to give reasoned evaluation of two or more strategies against each other. Some evaluation of one or more strategies for managing landscapes but may lack evidence and/or objectivity. Imbalanced between advantages and disadvantages of one strategy or between different strategies if more than one is considered. Valid statements lack depth/breadth and with only limited evaluation. Award 0 marks if the answer is incorrect or wholly irrelevant.
3 (a)(iv) Analyse the relationship between GDP per capita, literacy rates and natural population change in Angola. Use evidence FF 0. 49 from the table. • Many candidates were able to make links and connections between elements of the data – how are the indicators related to each other • Describe what you can see and don’t over complicate! • Consider all of the data sets present to give depth and detail to the answer • Look for trends, positive and negative correlations, possible cause and effect indicators, anomalies • You aren’t expected to know anything about Angola or Africa!
Inference from a Photograph 3(c) Suggest the social impacts of this earthquake on the people of Amatrice. Use evidence from the photograph. FF 0. 63 Try to suggest what is happening in this scene What might this building have been? School? Home? Why might the people be standing like this? How could the community have been affected?
What else would I like to find out? What other questions do I need to ask? What does the source not tell me? What can I infer from the source? What guesses can I make? What does the source definitely tell me? LAYERS OF INFERENCE INSERT SOURCE (Photo, graph, data, map)
3(a)(iii) Explain why the people of Naples are vulnerable to the impact of pyroclastic flows. Use evidence from the photograph FF 0. 45 and map Why are these places less vulnerable by comparison? This question combines analysis of map with inference from a photo Look at the topography of the area Densely populated Proximity to Naples and steep sides of volcano
Rough seas / storm waves Damaged revetments Narrow beach Sedimentary layers
Evidence of slumping No evidence of coastal management
Examiners are looking for chains of reasoning that explain evidence that can be seen in the photos Damaged revetments So waves are able to erode sediment from the beach So beach is thinner and less able to absorb energy So waves are able to reach cliffs and undercut them
Decision-making 2 (c)(ii) The challenges facing all global cities in the 21 st century are the same. To what extent do you agree with this statement? [8] FF 0. 47 2 (d) The advantages of the LHWP are greater than the disadvantages for Lesotho. To what extent do you agree with this statement? [6] FF 0. 5 • Most candidates made a decision • It doesn’t matter if this happens at the start but evidence presented needs to back it up and not contradict it! • Sitting on the fence is ok! • Try to explore both sides of the argument • Quality of evidence and discussion is crucial • Use resources but don’t be afraid to include other evidence to add depth and breadth
Reproduced with permission of I&P
To what extent? I fully agree Evidence is clear I largely agree Evidence suggests I largely disagree Evidence is inconclusive I completely disagree Evidence suggests Evidence is clear
Chain of reasoning Candidate has come to a decision ‘to what extent they agree’. (This can be done in any part of the answer). Candidate considers opposite views in order to create a counterargument. Detailed evaluation which includes advantages AND disadvantages of the LHWP. The candidate has interpreted the information in the resource carefully and to good effect in order to justify their argument.
Key elements of a sophisticated response in AO 2 – what to look for Be BALANCED Use EVIDENCE Weigh up advantages and Give extended and detailed disadvantages – e. g. costs evidence to support a / benefits, good / bad, decision. Use hard and positive / negative impacts soft evidence but do not use vague assertions. Be SYNOPTIC Use knowledge and understanding from other topics in Geography, from the news, or from other subjects Think about FUTURES COUNTER-ARGUMENT Be able to explain why some proposals or ideas have been rejected Reach a JUDGEMENT Consider the impacts of DECIDE! Be able to put your decision in the short together a logical case that term and longer term. Is it is linked to evidence sustainable? 42
AO 3 (25%) • Skills and techniques in the investigation of questions and issues • Candidates will be asked to: Adapt Use Select Communicate findings Note: increased level of challenge in use of mathematical/statistical skills and techniques in a range of geographical contexts
AO 3 Feedback • OS skills were generally good – grid refs, scale and relief (Unit 1) • Graph skills good but fairly low level of challenge this year • Mathematical skills variable – a better response to working out log scales of Richter Scale than arithmetic of storm frequency (Unit 1) • Calculating range, median and percentage difference were well done by most (Unit 2) • Ensure full coverage of Appendix A for future years – including the more challenging elements! • Make sure you show working when asked!!
Describing Location from a map • Use distance, directions with place names from the map Kingston-upon-Hull is near the River Humber Kingston-upon-Hull is north of the River Humber Kingston-upon-Hull is 15 km south-west of Beverley
Command words and AOs • Students need to know which AO is being assessed • AOs will NOT be printed on exam paper • Get students to learn the command words that relate to AOs
tariff command Give (one, two) Select Circle / underline Name (one, two) Tick (one, two, three) Complete Identify (one, two) State Draw Calculate Describe one Describe how Describe two Give one reason Give two reasons Explain why Compare Suggest one Suggest Analyse Evaluate Decide Choose (prioritise) Justify (Give reasons why) To what extent… 1 2 3 4 6 8 Likely to assess AO 1. 1 or 3 1. 1 or 3 3 3 1. 1 1. 2 2 or 3 2 2 2 2
Bloom’s Taxonomy
Any Questions?
- Slides: 50