GEOGRAPHY CLUSTER GROUP

Jane EvansGeography FacilitatorTeam solutions

Contact List

• Please ensure your name is on the e mail contact list so you get my newsletters etc.

• Add other colleagues you know wish to be included that are not here

MY CONTRACT

• 1. Dealing on an individual basis with HOF in our prescribed in-depth schools to ensure student achievement in the selected groups

• 2. Running workshops for Middle leaders to help them meet the needs of diverse learners

• 3. Running cluster groups like this to ensure on-going support for teachers in the long term.

What it does not is:

• I cannot work with individual teachers or middle managers on a personal basis

• BUT• I can answer your questions at cluster groups/

workshops or via e mail!

• Please get in touch at any time• Jane.evans@auckland.ac.nz

AGENDA FOR TODAY

• New Material in Geography• Issues in Geography• Resources• Level 3 Alignment• Useful Activities• Future workshops

New Material In Geography

This looks more closely at differences perceptions and perspectives

Also the 19 Maori Terms are here:

Also upgrade to the Concepts page

Changes also to the NCEA page

The Level 3 Clarifications are now here

Only One Skills list

And latest version of the Assessment Specifications for 2013 externals

Most problems are slowly being weeded out but not all:Be careful of the TKI exemplars for the 2.5 research

Standard states:

•Conduct geographic research with guidance involves:– identifying the aim of the research– planning the research– collecting and recording data relevant to the aim of the research– presenting, using the correct conventions, a combination of spatial,

statistical, and visual data– explaining findings incorporating the relevance of geographic concepts– providing a conclusion(s) that relates to the aim of the research– providing an evaluation of the research that describes the strength(s)

and/or weakness(es) of the research process and how this affects the validity of the research findings.

• 

Most problems are slowly being weeded out but not all:Be careful of the TKI exemplars for the 2.5 research

Standard states:

•Conduct geographic research with guidance involves:– identifying the aim of the research– planning the research– collecting and recording data relevant to the aim of the research– presenting, using the correct conventions, a combination of spatial,

statistical, and visual data– explaining findings incorporating the relevance of geographic concepts– providing a conclusion(s) that relates to the aim of the research– providing an evaluation of the research that describes the strength(s)

and/or weakness(es) of the research process and how this affects the validity of the research findings.

• 

This is what the exemplar states:• In this activity you will:

• identify the aim of the research• show your planning for the research• collect and record data relevant to the aim of your research• presenting accurately and effectively, using the correct

conventions, a combination of spatial, statistical and visual data• integrate a geographic concept(s) into the conclusion• provide reasoned explanations about the strength and/or

weakness of the research and how this impacts on the validity of the findings/conclusions and also discusses ways the research could be improved.

It should state:

• identify the aim of the research• show your planning for the research• collect and record data relevant to the aim of your research• presenting accurately and effectively, using the correct

conventions, a combination of spatial, statistical and visual data• Explain findings incorporating the relevance of a geographic

concepts• Providing a conclusion that relates to the aim of the research• provide reasoned explanations about the strength and/or

weakness of the research and how this impacts on the validity of the findings/conclusions and also discusses ways the research could be improved.

New Resources - AGTA

Our wiki page

The e mail for this is:

• Secondarysocialscienceswikispace

With The Geo Tips :

• DONE:• Level 3 – 3.1, 3.1 for TVC, 3.2 and 3.3, 3.4.• General - Concepts

• TO COME• Level 2 – 2.1, 2.3 and 2.4• Level 1 – 1.1, 1.2 and 1.4• Scholarship

Also Resources for 3.3

ISSUES IN GEOGRAPHY• 1. Geography compared to History

• 2. Credits in Geography

• 3. Scholarship Geography

• 4. Interpretation of Standards

• 5. Complexity of Level 1 exams

• 6. Need for update of standards

• 7. Any other?

1. Geography compared to other Social Sciences( 2012)

InternalsEXCELLENCE GEOGRAPHY HISTORY CLASSICS ECONOMICS

Level 1 16.3% 25.6% 17.7% 22.3%

Level 2 16.1% 26.1% 24.4% 18.0%

Level 3 17.0% 26.7% 26.4% 19.7 %

External:EXCELLENCE GEOGRAPHY HISTORY CLASSICS ECONOMICS

Level 1 6.9% 12.1% 18.1% 9.5%

Level 2 7.7% 9.9% 12.4% 7.1%

Level 3 7.9% 9.2% 10.7% 6.5%

This is especially noticeable at Level 1 Externals (2012):Geography  NAT NA NAT A NAT M NAT E

1.1 34.9 40.8 19.5 4.8

1.2 29.0 42.8 22.2 5.9

1.4 24.2 41.8 28.1 5.9

History  NAT NA NAT A NAT M NAT E

1.3 14.9 39.4 35.8 9.9

1.4 14.0 38.1 32.3 15.6

1.5 22.3 43.8 26.8 7.2

2. Number of Credits in the External assessments:

SUBJECT CREDITS

History 16

Classical Studies 14

Economics 14

Geography 12

To Gain University Entrance of 14 credits:

SUBJECT STANDARDS

History 3 (E6 + E6 + I4)

Classical Studies 3 (E6 + E4 + I6)

Economics 3 (E6 + E4 + I5)

Geography 4 (E4 + E4 + I5 + I4)

Scholarship

• Should students not doing a geo course be able to do this exam?

• We are out of kilter with all other subjects in that it is not aligned to our level 3 course. Why?

• Are there other ways of doing this to be fair to our geo students?

Interpretation of Standards

• 2.3 Disparities:

• Use of Indicators not specified. Some regions do not use HDI

• What constitutes a natural and a cultural factor?

• Factors that contribute to disparities – need to be the same. Not all teachers are doing this.

Complexity of Level 1 Assessments:

• Level of reading involved• Introduction of new material to interpret.

Where is this in the standard?• Use of concepts – what is a concept? Do only

the main 7 key ones count?

Need for upgrade of AS

• All to be done together as a package deal!

• Need to be ready.

• What do you see as the problems?

My Feelings are:

• 2.1: Get rid of interacting processes. this is too much and not part of the AO’s.

• 2.3 difficulty of what is natural and what a cultural factor?

• 3.4 Make this worth 5/6 credits to bring into line with other subjects and give more credibility to what is the most important standard that is being dropped by many.

Level 3 Alignment

• What are the issues?

• What questions do you have relating to internals?

• What questions do you have relating to the externals?

What Are the Changes: Externals

• 3.1: Emphasis on environment as well as processes. Easier to teach – only 4 possible questions. Human effects come in as appropriate.

• 1. How the specific natural environment is shaped by interacting natural processes (includes features)

• 2. How the natural processes operate and interact in a geographic environment

• 3. How the natural environment shows spatial variations as a result of interacting natural processes

• 4. How the natural environment shows change over time (temporal variations) as a result of interacting natural processes.

3.2: Cultural process

• Again emphasis on the environment as well as process. Old criteria are now hidden among new such as Factors Causing change and temporal variation. Also only 4 questions.

• 1. How does the cultural process operate as a result of interactions between elements

• 2. How does the cultural process show spatial variation in different parts of environment(s)

• 3. How does the cultural process change over time (cultural environments) resulting in changes in environment(s)

• 4. What are the effects on people and the environment of the operation of the cultural process.

3.4:Skills

• More emphasis on the concepts• Skills are ‘selected and applied”• Environment can be one topic or theme in

different parts of world.

Internals:

• 3.3 is new standard.

• What constitutes a ‘significant event”?• How to get exemplars?• How to access resources?• How much detail is required?• How can it be assessed?• Need to evaluate the impacts.

3.5: Research

• Changes in the presentation – 3 types and only to Merit

• Lack of concepts in findings but must incorporate for excellence

• Conclusion must relate to research• Critical Evaluation of the research process

3.6: Contemporary Issue

• Issue must be a problem• Need peoples values and perceptions about

the issue (not the solution)• Propose one solution (different to L2)• Need to justify that solution by referring to

alternatives

3.7: global

• What is meant by spatial dimension?• Pattern – only described with geographic

terminology• Must cover social AND economic significance

of topic for people• Need to evaluate the significance. How?

3.8: GIS

• Does anyone do this?• What are the issues?• Who to look to for help?

Internal Assessment

• Are there any L1 or L2 standards you struggle with?

• How are you managing moderation?

• How are you managing holistic marking?

Sharing of Resources:

• Try to swap resources or moderation with each other.

Scholarship

• How are you approaching this?• What materials are you using?• Upcoming workshop in Auckland.

New Ideas In Geography

• Subject Based Literacy is important for us. Make sure students know the key instruction words.

• Try matching the instruction word to the sentence.

 DESCRIBE  

 Say WHAT occurs

 DESCRIBE IN DETAIL 

 Say WHAT happens with elaboration

 EXPLAIN  

 Say WHY something happens

 EXPLAIN IN DETAIL 

 Say WHY something occurs with some elaboration 

 COMPARE

 Looking at both the similarities and differences  

 EXPLAIN COMPREHENSIVELY

 Say WHY something occurs with elaboration and use of geographic terminology and concepts. 

 EVALUATION

 Weighing up the importance/significance of one element/process/feature compared to others. 

Then try to find the appropriate sentence in context with a topic that shows this

DESCRIBE The big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks. 

DESCRIBE IN DETAIL The strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beach 

EXPLAIN The waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form caves

EXPLAIN IN DETAIL As the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation.

EXPLAIN COMPREHENSIVELY

The velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland.

EVALUATE The process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur.  

COMPARE Both headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.  

Next get them to identify the connector words and highlight them:

DESCRIBE The big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks. 

DESCRIBE IN DETAIL The strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beach 

EXPLAIN The waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form caves

EXPLAIN IN DETAIL As the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation.

EXPLAIN COMPREHENSIVELY

The velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland.

EVALUATE The process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur.  

COMPARE Both headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.  

Do a list of connector words:

• EXPLAIN : because, as, this is the result of ..

• EVALUATE: this is most important because…, this is better than this because…this has the most influence because….

• JUSTIFY: I think that ….., in my opinion this is ….

• Make students use these and identify in answers.

GEOLITERACY

• GEOGRAPHY IS:

• 1. What’s where?• 2 Why is it there?• 3. So what?

• Explore these words through any topic or current issue. Get students thinking.

Future workshops

• What do you see as the major issues you would like help with?

• What format would you prefer for a workshop– After school– Afternoon only– Whole Day

•THANK YOU!!

• Please get in touch at any time if you have any questions or issues to raise.

• Meanwhile try to interact with each other and share resources between you. It is pointless us all reinventing the wheel.