GCSE (9-1) Geography

Ass

andy_leeder@hotmail.com

• Eduqas is the new brand from WJEC, offering Ofqual

reformed GCSE, AS and A level qualifications for first

teaching from 2016

• WJEC Eduqas Geography qualifications are available to

teachers in England, Northern Ireland, Isle of Man and the

Channel Islands

• Eduqas enables teachers to distinguish between WJEC’s

current specifications and Ofqual reformed specifications

Introducing Eduqas

www.eduqas.co.uk

Why choose Eduqas?Access to subject experts by phone or

email.

Stable and experienced examining teams.

Content that is contemporary.

The Eduqas model of fieldwork has been

developed to ensure that learners are fully

involved in the enquiry process – to help

develop thinking, critical geographers.

Two different qualifications, each with a distinctive enquiry approach

What’s changed?

• New grading system (9-1) means more stretch and challenge

• Non-tiered papers

• No controlled assessment – fieldwork assessed by examination only

• Fieldwork is only worth 15%

• New assessment objectives and new weightings. The new wording

for AO3 (application) in particular, may have implications for how

you teach

Geography A summary of assessment

Component 1 Component 2 Component 3

35% 84 marks(plus 4 assessing SPaG)

35% 84 marks (plus 4 assessing SPaG)

30% 72 marks of which 36 assess fieldwork(plus 4 assessing SPaG)

One hour 30 minutes One hour 30 minutes One hour 15 minutes

Two core questions:Landscapes and physical processesRural-urban links

Two core questions:Weather, climate ecosystemsEconomic development issues

Three compulsory questions :1.first fieldwork enquiry2.second fieldwork enquiry3.the UK dimension

One Option from:TourismHazardous landscapes

One Option from:Social development issuesEnvironmental challenges

Why choose Geography A?

• Optional routes through the content allow teachers to specialise

• Contemporary content that includes geographical issues such as

migration, the impacts of mass tourism, gender inequality and mitigating

risk in tectonic zones

• An enquiry approach to fieldwork that engages learners and gives

teachers optimum flexibility of design

• Clear and concise guidance for each enquiry question through the

depth of study statements

Geography B summary of assessment

Component 1 Component 2 Component 3

40% 96 marks (plus 4 assessing SPaG)

30% 72 marks(plus 4 assessing SPaG)

30% 72 marks of which 36 assess fieldwork(plus 4 assessing SPaG)

One hour 45 minutes One hour 30 minutes One hour 15 minutes

Three compulsory questions . One question on each Theme:

A problem solving paper in the tradition of Avery Hill style examinations

Three compulsory questions :1.first fieldwork enquiry2.second fieldwork enquiry3.the UK dimension

The Themes:Theme 1: Changing Places – Changing EconomiesTheme 2: Changing EnvironmentsTheme 3: Environmental Challenges

Why choose Geography B?

• Contemporary content that includes geographical issues such as river

and coastal management / how globalisation impacts on our daily life

• A problem solving paper that encourages learners to think

geographically

• Clear and concise guidance for each enquiry question through the

depth of study statements

• The opportunity to explore values and attitudes

• An enquiry approach to fieldwork that engages learners and gives

teachers optimum flexibility of design

Why choose Geography A & B?

Clear unambiguous Depth of Study Statements:

1.3.3 What are the causes and consequences of uneven development? The reasons MNCs have for locating in countries at different levels of development, include the UK and one LIC or one NIC.* the advantages and disadvantages of the development of global MNCs, for the MNC itself* the consequences for the host country to include economic, social and environmental impacts consequences.

2.3.4 What are the causes, impacts and responses to two contrasting extreme weather events? A detailed study of two contrasting extreme weather events located outside of the UK. One event must relate to a dominant long-lasting high pressure system. One event must relate to an intense low pressure system. For each event, coverage must include: causes / impacts on different groups of people / responses to the event.

The applied fieldwork enquiryA common paper across both specifications, with two guiding principles for Eduqas Geography fieldwork: 1.Learners should be actively involved in planning the enquiry process – posing questions, selecting samples etc. E.g. how could I use my smartphone apps in collecting data? Where should I collect data? What kind of fieldwork report should I write?2.A conceptual approach encourages learners to relate their understanding of the unique features of their field study site to their wider geographical understanding. E.g. What have I learned here that could apply elsewhere in the UK?

Full fieldwork enquiry or a series of tasks?

Many CATs focus on this. Learners seldom reflect on the whole process fully.

A Fieldwork methodologies

1. Use of transects – e.g. quality of life across an urban area,

flow and deposition across a river channel

2. Change over time – e.g. changing patterns of retailing,

changing coastal management

3. Qualitative surveys – e.g. environmental quality of urban

areas, the value of coastal landscapes

4. Geographical flows – e.g. commuter movements, river

discharge changes downstream

Different focus for each exam cycle:Publicised at least two years in advance of examination

• Place – e.g. characteristics of coastal landforms in two locations

• Sphere of influence – e.g. sphere of influence of a large urban area

and its impact on its hinterland

• Cycles and flows – e.g. migration survey, seasonal change in an

ecosystem

• Mitigating risk – e.g. flood risk, local responses to climate change

• Sustainability – e.g. how far a settlement meets the requirements of

Egan’s wheel, quality of urban environments in meeting people’s needs

• Inequality – e.g. quality of urban environment, comparing access to

services in urban and rural areas

B Conceptual frameworks

Also changed over different cycles, with at least 2 years advance notice

What’s next?

Visit our website to access qualification information and download key documents.

eduqas.co.uk/geography

Free Eduqas digital resources to support the teaching and learning of a broad range of subjects.

resources.eduqas.co.uk

Resources for Teachers

Training Events

Eduqas specifications submitted to Ofqual – 1st draft

Half day events: 2nd July 2015 – Exeter GCSE (am) GCE (pm) 6th July 2015 – Leeds GCSE (am) GCE (pm) (GCSE am -limited space) 7th July 2015 – Derby GCSE (am) GCE (pm) 9th July 2015 – London GCSE (am) GCE (pm) (GCSE am - full)

http://www.eduqas.co.uk/training/#briefingsessions

Training Events

Preparing to teach the newEduqas Geography GCSEFull day events:

5th November – Exeter

10th November – Manchester11th November – Nottingham12th November – Birmingham

16th November – Winchester17th November – London18th November – York

http://www.eduqas.co.uk/training/#preparetoteachcourse

Any questions?

Contact GCSE Geography Subject Officer:

Andrew Owen

andrew.owen@eduqas.co.uk

Follow on Twitter:

@eduqas

Visit the website:

www.eduqas.co.uk

andy_leeder@hotmail.com