Getting to grips with OCR Geography qualifications OCR Geography Vision KS3 KS4KS5 Clear route of progression Genuine choice of exciting qualifications Engaging and topical Comprehensive package of quality support materials Critical thinkers Independent learners Confident in the use of practical skills Team players Decision makers Developed by teachers for teachers Teacher consultation Student consultation Dynamic developers Consultation with the Geographic community including employers, Subject Associations and Higher Education Cambridge Assessment research Whats staying the same and whats changing? Staying the sameChanging AS Assessment 2 examined components Optionality Total marks 150 Range of question styles Stand alone qualification Fieldwork and geographical skills assessed through exam Increased by 30 minutes More equal spread of marks A Level Assessment Optionality Fieldwork component Total marks 300 Range of question styles 3 examined components Fieldwork assessed through NEA (20%) Assessment time decreased by 1hour More equal spread of marks Content Coastal, cold and semi-arid environments Social and economic issues in urban and rural areas Earth hazards Globalisation Development inequalities Content from DFE IMF classifications AC, EDC & LIDC New content: Earths Life Support Systems Changing Spaces; Making Places Climate Change Disease Dilemmas Exploring Oceans Future of Food A Level Geography ComponentPhysical Systems Human Interactions Geographical Debates Investigative Geography Weighting24% 32%20% Time1 hour 45 mins 2 hours 30 mins35 hours Marks Key areas of Content Landscape Systems (optionality) Earths Life Support Systems Changing Spaces; Making Places, Global Connections (optionality) Climate Change Disease Dilemmas Exploring Oceans Future of Food Hazardous Earth From any unit Skills/In content optionality Choose any 2 of 5 Question styles Short answer, extended response, essay questions Extended response, essay questions Project 300 marks 6 hours /360 minutes AS Geography ComponentLandscape and PlaceGeographical Debates Weighting60%40% Time2 hours1 hour 30 mins Marks9060 Key areas of Content Landscape Systems (optionality) Changing Spaces; Making Places Geographical skills Fieldwork questions Climate Change Disease Dilemmas Exploring Oceans Future of Food Hazardous Earth In content optionalityOptionality: choose any 1 of 5 Question styles Short answer, extended response, essay questions 150 marks 3.5 hours /210 minutes Options to suit you and your students Landscape Systems Coastal landscapes OR Glacial landscapes OR Dryland landscapes Global systems Trade in the contemporary world OR Global Migration AND Global Governance Human Rights OR Power and Borders Geographical Debates Climate Change Disease Dilemmas Exploring Oceans Future of Food Hazardous Earth Geographical Debates Five topics to choose from Dynamic and contemporary issues to engage students Deep understanding of chosen topics Enquiry approach Concepts of inequality, mitigation, adaptation, sustainability, risk, resilience and threshold. Specification snippets Earths Life support: Impacts of developing oil and gas industry on water and carbon cycles Carbon and water cycle, how they operate, globally over time and space. Arctic tundra and tropical rainforest case studies Global connections: How the geography of gender inequality is complex and contested Migration patterns and how conflict and persecution have increased the number of refugees Changing spaces making places: How representations of place differ through contrasting media How and why places are rebranded and the relative success of this Landscape systems: How landscapes can be viewed as a system and how they evolve over time Specification snippets: Geographical debates Climate change: How should humans respond to climate change? Disease dilemmas: Can disease ever be fully eradicated? Exploring Oceans: How do oceans present hazardous obstacles to human activity ? The future of food: How and why patterns of food security vary within and between countries. Hazardous Earth: What measures are available to help people living in tectonically active zones An increasingly interconnected world with patterns, unequal flows, challenges and geopolitics Trade in the contemporary world or Global migration Human rights or Power and borders 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, with players involved Place making processes in creating places Factors affecting landscapes Landform development Influence of climate change Impact of human activity LANDSCAPE SYSTEMS CHANGING SPACES; MAKING PLACES GLOBAL CONNECTIONS EARTHS LIFE SUPPORT SYSTEMS Investigative Geography (NEA) 20% of A Level assessment weighting Total of 60 marks Independent investigation linked to any area of the specification Recommended length 3, ,000 Primary and secondary data collection Sample Assessment Materials Design & structure of papers Marks increase through questions Careful choice of command terms AS V A Level Clear content links Fieldwork questions at AS, logical route through fieldwork and opportunities for candidates to show their subject knowledge Structure of the exam papers A level AS: 4,6,8,15 FW: 2,4,6,12 Structure of the exam papers A level AS 25 mark essay question, choice of two Structure of exam papers - A Level Sample Assessment Materials Mark scheme Clarity of AO wording across all level marked questions. Examples of where marks can be awarded Detailed indicative content broken down by question style highlighting knowledge and understanding or analysis and evaluation Geographical skills 4.2 Geo-located data: With respect to geo-located data, learners should: a)demonstrate an ability to collect and to use digital data through the use of geospatial technologies, such as smart phones and tablet devices b)understand the opportunities and benefits of presenting and analysing geographical data through the use of Geographical Information Systems (GIS). 4.3 Qualitative skills: With respect to qualitative skills, learners should: a)use and understand a mixture of methodological approaches, including using interviews b)interpret, analyse and evaluate a range of source material including textual and visual sources c)understand the opportunities and limitations of qualitative techniques such as coding and sampling. 4.4 Quantitative skills: With respect to quantitative skills, learners should understand the purposes and difference between the following and be able to use them in appropriate contexts: a)mean, median, mode, range, interquartile range and standard deviation b)significance tests, such as Chi-squared, Spearmans rank, Mann-Whitney U test and T-test c)lines of best fit and correlation on graphical representations d)measurement, measurement errors, and sampling. Fieldwork skills AS level (H081) Fieldwork skills will be assessed within Landscape and Place Fieldwork is required to be undertaken for at least 2 days including both human and physical geography A Level (H481) Assessment of fieldwork skills will be within Investigative geography component Fieldwork is required to be undertaken for at least 4 days including both human and physical geography How are we supporting you?@OCR_Geography School visits Geography Journey Teaching and learning resources Abi CarterMark Smith Shelley Monk Publishing Partners - Hodder TypeAvailable estimate Estimated costs Student text book hard copy April/May 2016 GCSE 22.99 A LEVEL 35.99 Student text book e copyJune/July /3 of cost of print price E book for whiteboardJune/July 2016 150 Revision guidesSeptember 2017 (first assessment is 2018) Dynamic learning online, interactive quizzes, additional activities, answers to the questions in the book, power points etc. April/May 2016 Two rounds of free CPD first teach events - nation wide CPD to support FW, skills, maths and stats and GIS Experienced, high quality trainers Downloadable resources to share with your department Editable and flexible resources Already on the website: Hazardous Earth Delivery guide, How effective is NATO at Global Governance, The future of food lesson activities. More to follow: Earths life support systems delivery guide fieldwork delivery guides, Exploring Oceans resources linked to Digital explorer. Constantly updated for the lifetime of the specification A comprehensive package of support 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