GA Conference, Guildford, March 2008

The New Sixth-Form Geography

Viv Pointon

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The role of the sixth-form

Prepare students for university Prepare students for work

The sixth-form is a bridge…

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Changes…

September 2008: New AS courses 14-19 Diplomas Cambridge Pre-U

September 2009: New A2 courses New GCSEs

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Reasons for A level change

Reduction in exam time Reduction from six to four

assessment units Removal of coursework Stretch and challenge Differentiation

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Consequences of A level change

Less and different content No coursework per se but… Questions on fieldwork Fewer modules New A* grade

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The new A levels: content

Hazards Climate change Meteorology Rivers & coasts Hot & cold

environments Some ecology

Urban studies Globalisation Development Population &

migration

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The new A levels: content

Newer themes: Conflict Inequality Food supply Health Energy Pollution

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The new A levels: schools’ perspective

Familiar topics can recycle old notes and handouts schemes of work can be tweaked

Some refreshingly new ideas opportunity to update materials can introduce new topics

Wide choice of specification from rather traditional to radically new

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Content continuum

traditional innovative

OCR AQA EdexcelCCEA WJEC

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Comparison of content: The development gap

CCEA AS: Students should be able to identify and explain regional contrasts in development (with) one case study at the national scale which demonstrates distinct regional variations in development. [in AS human geography unit]

OCR A2: To what extent is the development gap increasing or decreasing? [in option on development and inequalities] Recommends study of countries at different stages on the development continuum.

WJEC A2: What is the development gap? What hinders the closing of the development gap? What types of strategies exist for reducing the development gap and how effective are these strategies? [in option on development]

AQA A2: The concept of the North/South divide, and its relationship to the development continuum. [in option on development and globalisation]

Edexcel A2: Whole topic on ‘Bridging the development gap’ – causes, consequences, and reduction.

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The new A levels: HE perspective

In physical geography: will find little new learning possibly less basic geomorphology and

scientific analysis In human geography:

will find aspects of cultural turn greater awareness of issues better preparation

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The new A levels: assessment

Some very traditional styles and some new approaches

Issues analysis or DME papers No coursework but fieldwork required

(by QCA) at both AS and A2 Fieldwork questions are likely to be

predictable and answers learned Limited research opportunities

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The new A levels: assessment

AQA CCE EDX OCR WJE

Compulsory AS questions some most some none all

Compulsory A2 questions some some some none some

Multiple choice x x x x

Data response questions

Short mark questions (1 or 2 marks) few x

Longer mark questions (c. 10 marks)

Decision-making or issue analysis x

Individual research – field based

Individual research – secondary data x opt. x

Number of essays (30 minutes or more) 1 dme 2+ 4 4

Pre-release information x x

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Assessment continuum

straight-forward challenging

OCR AQA Edexcel

CCEA WJEC

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The new A levels: assessment

Schools’ perspective: continuing or greater teaching to the

exam questions may require narrower range of skills

HE perspective: students may be less prepared for

independent learning fewer research skills less understanding of referencing

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Comparison of assessment: coasts

With reference to one or more named examples, explain how management schemes in coastal areas can provide protection from coastal processes. (9) OCR AS

With reference to one or more case studies of coastal management, discuss whether the benefits outweigh the costs. (15) AQA AS

Using names examples, examine the environmental costs of coastal development such as those shown in Florida. (10) Edexcel AS

With reference to named examples, explain the ways in which human activities might lead to conflicts in coastal areas, and examine what is being done to reduce such conflicts. (25) OCR AS

With reference to a regional case study, describe the nature of the hard and soft engineering strategies used to protect coastal areas and evaluate the impact of these strategies on the human and physical environment. (15) CCEA A2

Use examples to assess the success of strategies used to manage the impact of human activity on the coastal environment. (25) WJEC A2

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Decision-making and issues analysis

Four ABs include DMEs or issues analysis assessment

Three ABs base this upon pre-released data CCEA: DME with 30 minutes reading time in exam WJEC: DME resource folder released c. 6 weeks

before exam AQA: Issue Evaluation advance information

released 2½ months before exam + more in exam Edexcel: Issue Analysis advanced information

released 4 weeks before exam + more in exam OCR: No DME or similar - simple resource-based

skills questions in exam

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Fieldwork & skills assessment There are predictable questions in all:

aims & hypotheses data collection methods sampling methods data presentation techniques data analysis techniques

Edexcel, OCR & WJEC probably require less – could get away with two days

AQA & CCEA most solidly examined in both AS & A2 but could get away with one good week of fieldwork

OCR is most basic: fieldwork only really needed for A2 Edexcel may be most challenging: 90-minute question

based upon own research AQA & CCEA are most thorough in testing skills CCEA requires submission of field report & data table

with exam

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A level: stretch and challenge

A* will differentiate top candidates Summer 2007:

Edexcel A 33.1% OCR A 29.8% AQA B 29.6% AQA A 28.6% WJEC 27.2% CCEA 26.0% Edexcel B 22.8%

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A level: stretch and challenge

AQA, Edexcel, and CCEA address this in discrete sections in their specifications

WJEC refers to its demands in five separate places OCR has one reference but flags up opportunities in

its support material. CCEA: “This will be achieved by:

using a variety of command words, for example analyse, evaluate, discuss, compare, to elicit a full range of response types

the use of case studies the use of open-ended questions the use of resource materials”

AQA add: “connectivity between sections of questions” and “extended writing”

Edexcel add: “development of synoptic assessment to include a research component”

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A level: stretch and challenge

OCR: say that Unit Content “gives a minimum list of topics/concepts that can be expected to be studied in the time available. These topics/concepts are not exclusive and centres are encouraged to go beyond this minimum to enable candidates to better meet the needs of ‘stretch and challenge’.”

WJEC say: In A2 “the decision-making/problem-solving/issues-evaluation exercises require candidates to draw together relevant knowledge, understanding and skills of the specification to tackle a decision, problem or issue that is new to them. The final question will provide ‘stretch and challenge’.”

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Alternatives to AS/A level

International Baccalaureate Cambridge Pre-U Diploma Welsh Bacc 14-19 Diplomas GNVQs, etc.

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International Baccalaureate

“a challenging two-year curriculum”

Compulsory elements

Geography is one of nine subjects in Group 3

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Cambridge Pre-U Intended to be more

academically rigorous Linear course Geography is one of 22

subjects Candidates choose three

principal subjects Parallel course on Global

Perspectives used to deliver thinking skills and research skills

Independent research report completes Diploma

Working towards full QCA accreditation

Cambridge

Pre-U

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Pre-U Geography

Can be taken as a stand-alone certificate Geographical Issues (40%)

hydrological and tectonic hazards, weather crime, spatial inequality, health & disease

Global Environments (20%) arid & semi-arid, glacial & periglacial, coastal tropical, temperate, atmospheric

Global Themes (20%) migration & urban change, trade, aid & debt, work food, tourism, energy & mineral resources

Research Topic (20%) one of three prescribed topics

Cambridge

Pre-U

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Welsh Baccalaureate Consists of three parts: The Core - consisting of four components:

Key Skills Wales, Europe and the World Work-related Education Personal and Social Education.

Options selected from existing courses or programmes – GCSE, VGCSE, AS/A levels, AVCE, NVQ, or BTEC 

An individual investigation Offered at Advanced,

Intermediate and Foundation levels

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14-19 Diplomas

From September 2008: Information

Technology Society, Health &

Development Engineering Creative & Media Construction & the

Built Environment From September 2009:

Environmental & Land-Based Studies

Manufacturing & Product Design

Hair & Beauty Studies Business Administration

& Finance Hospitality

From September 2010: Travel & Tourism Public Services Sport & Leisure Retail

From September 2011: Humanities Languages Science

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14-19 Diplomas

General geography content: Sustainability Resource use Environmental impact

Environmental and Land-Based Studies (2009)

Travel and Tourism (2010) Humanities (2011) Science (2011)

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Bridging the gorge…

Sixth-form HE

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Building the bridge…

Schools/colleges’ priority is to get students through sixth-form successfully

HE wants well-prepared students but must recognise constraints on teachers

Teachers want up-to-date material but rely on HE to supply this

Teachers must recognise constraints on HE re research priorities

BUT need to communicate more as both rely on each other

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Two-way transport is needed…

Develop & use local GA branches

Visit each other Get HE students into

schools & A level candidates into universities

Set up training days for teachers & for lecturers

Publish accessible material

Work with awarding bodies

Research best practice

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…but it is not an unbridgeable divide…