looking forward to the new a levels bob digby university college school, london
TRANSCRIPT
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Looking forward Looking forward to the to the
new A levelsnew A levels
Bob Digby
University College School, London
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Acknowledgments and thanks to:
– Subject officers at the 4 main English and Welsh subject boards;
– Sue Warn, for insight into candidate numbers post-16; – Simon Oakes for the use of his research into HEI
attitudes towards school geography; – Matt Gregory at Edexcel for the use of Edexcel research; – The GA and the RGS for their positioning statements
regarding Geography and its status; – The RGS for their annual analysis about candidate
numbers in Geography
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1. Where we are now– Revisions to the new A levels for the first time since
2000 – More than just new specifications – an expression of
the subject for the next few years– Time scale: submission now, approval June, in
schools September 07, first teaching 2008, first AS/A2 awards in 2009/2010
– Compliance with QCA subject criteria e.g. ‘stretch and challenge’
– One specification per Board, and the implications of that. The death of specifications with low take-up e.g. OCR B?
– 4 modules not 6; when will candidates take these?
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2. Questions – Will change actually reduce the burden of assessment?
Or will the Boards shoe-horn 6 modules into 4?– No coursework permitted: will this impact upon the
number of candidates in Geography?– What happens to fieldwork? How will the different
Boards preserve fieldwork as an integral part of Geography?
– How far has the introduction of AS/A2 and modularity benefited Geography?
– Time to reflect - what have been the advantages and disadvantages of the present system?
– We now have a generation of exam-wise 16-18 year-olds – but are they better geographers?
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Decline in Geographycandidates at GCSE2000-2006
Now 8th most popular subject at GCSE in England and Wales(though 5th in Wales itself)
3. Where have all the Geographers gone?
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Decline in A levelGeography Candidates 1989 - 2006
The 9th most popular at A2
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Subject Ra n k a t AS
Ra n k a t A2
Engl ish 1 1
Ge n e ral St u d ie s 2 2
Maths 5 3
Bio logy 4 4
His t ory 7 5
Ps ych ology 3 6
Art an d De s ign 6 7
Ch em is try 8 8
Ge o gr a p h y 12 9
Med ia St u d ies 9 10
Ph ys ics 13 11
S ocia l S cie nc e 11 12
PE 14 13
Te chn o logy S u bj e ct s 16 14
Exp res sive Art s 19 15
But it increases into A2 - where retention is good
Geography’s popularity decreases from GCSE (8th) to AS (12th)
So - those who ‘get it’ enjoy it and stay with it
The problem is getting students on board in the first place - at age 14, then at 16
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4. Several factors in play– All specifications down except WJEC– Edexcel B is down by about nearly 2000 to 10000 a) The loss of large post-16 colleges; AS fieldwork requirements in year 12 a
big problem if you have 200 titles to arrange b) The loss of large colleges alone resulted in a loss of nearly 500 candidates
in this one specification c) Increases in fees. In my own school; AS units Edexcel B are double the
cost; about £1000/year on a 2 year cycle. In a large college, that’s one teacher.
– The ability to get modular marking and appeals right at an early stage in 2001, and the attitude of subject officers to this
– School location and catchment, particularly multi-ethnic schools and colleges, in which Geography is a non-option
– The impact of changes to KS3 and 4, particularly post-1996; the impact of falling GCSE numbers; numbers fell 10 000 between 1998 - 2002
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5. What’s the competition?– The move to IB, especially in independent and
traditional schools– Bigger range of subjects available - e.g. the
continued rise of psychology– Sexier subjects! Increase in candidates 2003-4: Media/Film/TV studies; 12.5%. Business and Communication Studies; 8.7%. Information and Communication Studies; 6/9%. Home Economics; 5.9%. – Vocational courses
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6. The Fieldwork problem– The removal of coursework; how will post-16
fieldwork survive? be assessed? – The issue of coursework and whether its
removal will be seen as a plus or a minus by students
– Fieldwork and examinations do not have a good track record; exam fieldwork questions tend to be predictable and routine
– Will schools and colleges preserve fieldwork as a part of the curriculum - or will it be ‘extra-curricular’?
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At AS – Edexcel Spec A Most popular and appropriate
At AS – Edexcel Spec B Most popular and appropriate
• Structured short answer questions
a) Structured short answer questions
• Skills exercises b) Skills exercises • Annotated diagrams c) Annotated diagrams • Extended prose d) Extended prose • Pre-released resources e.g.
issues analysis e) Centre marked (moderated)
coursework Least Popular and appropriate
Least Popular and appropriate
• Centre marked (moderated) coursework
• Full essays
• Multiple choice • One word answer quest ions • One word answer questions • Multiple choice
7. What kind of Assessment? •Will it matter if two specifications merge?•Edexcel researched teachers of the current Specifications A and B; what did they feel were the most appropriate means of assessment at AS?
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8. What kind of assessment?
At A2 – Spec A Most popular and appropriate
A2 Assessment – Spec B Most popular and appropriate
• Full essays • Extended prose • Skills exercises • Full essays • Extended prose • Research reports • Annotated diagrams • Pre-released resources eg
issues analysis • Pre-released resources eg
issues analysis • Skills exercises
Least popular
Least Popular
• Centre marked (moderated) coursework
• Centre marked (moderated) coursework
• Multiple choice • One word answer questions • One word answer questions • Multiple choice
Edexcel research at A2 into what schools thought was the most appropriate means of assessing candidates at A2
So - marrying two specifications should not present difficulties in terms of assessment style
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9. How far will the subject get a facelift in the new specifications?
Eleanor Rawling’s lecture at the 2005 conference highlighted ten concerns• Forces of change & public concerns about e.g. globalisation, global
warming• Spatial awareness of e.g. the ‘new’ Europe• Scale & scale linkage – inter-connectedness • Environmental Interaction – footprints and management• Technology – opportunities for GIS• Greater curriculum flexibility, choice & freedom needed• Special contribution to global concepts e.g. sustainability• Geographical enquiry – active questioning approach, less didactic• Significant changes in university geography (cultural, ethnographic,
place….)• ‘14-19 awarding bodies have tended to standardise content…fear that
innovation will lose customers anxious to play safe & maintain high grades’
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10. How should the subject be updated?
• The GA’s Action Plan and the curriculum work within the GA and the RGS
• Time for place-focused learning - NOT case studies!• Simon Oakes research into the School-HEI ‘Gap’
(2006) highlights several issues including: • Human geography in school ‘out of step’• Theory levels are poor (compare Sociology)• Learning tends to be ‘case-study based’, not theoretical
- focused on ‘facts, not thinking’• Little critical questioning of concepts - e.g. of
sustainability
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The new specificationsThe new specifications
• Content of AS versus A2• Assessment type at AS and A2• Styles and Flexibility of assessment• Assessment load• Where’s the fieldwork?• Guidance for teachers?• How fresh or up-to-date?• How much choice?
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What kind of content at AS?What kind of content at AS?Criteria AQA Ede xcel OCR WJEC AS content and we ighting
Unit 1 35 % Phys ic al an d Huma n Geography Two el e me nts • Physical (Rivers pl usone of Col dEnvironment ,s Coast alEnvironments or Ho tdese rts an dmargins)
• Human (Glob alpopulati on change pl usone of Food Supply Issue ,s Energy Supply Issues or Health Issues
Unit 2 15% Applied Geography Assesses skills (whic hmust include fieldwork) taught in Unit One
Unit 1 30% Global Challenges Tw o elements • World at Risk (Hazard sand Global Warmin )g
• Going Globa l(Population & Migratio )n
Unit 2 20% Geographic alInvestigations Fo ur elemen ;ts selec tone phys a nd on ehuman • Physical (Extreme Weather or Crowd edCoast )s
• Human (Uneq ualSpaces & Re-brandin g
)Places
Unit 1 25% Managing Physic alEnvironments Choice is n ot explicit – except throu gh t heassessme ntrequirements Either • River environments or • Coastal environments AND either • Cold environments or • Hota rid and semi-ari denvironments
Unit 2 25% Managi ng Chan ge i nHuman Environments Either • Managi ng urba nchange or
• Managi ng rural change AND either • The energy issue or • The growth of touris m
Unit 1 25% Changing Physic alEnvironments Tw o the :mes • Investigating climat echange
• Investigating tecto nicand hydrologic alchange
Unit 2 25% Changing Huma nEnvironments Tw o the :mes • Investigatin gpopulati on change
• Investigatin gsettlement change in MEDCs
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What kind of assessment at AS?What kind of assessment at AS?
Criteria AQA Edexc e l OCR WJEC Styl e of assessme nt at AS
Total 3 ho urs Unit 1: 2 ho urs Progre s sion fr om shor t to e xtende d written re s ponses Unit 2: 1 ho ur Structure d s kills question s , with fieldwork que s tion
Total 2.5 hours Unit 1: 1.5 h ours Resource -base d question s . Do all of Sectio n A an d B Unit 2: 1 ho ur Do 2 from 4 es s ay-style que s tions (wit h part s a , b a nd c) on them e s taugh t in Unit 2
Total 3 ho urs Units 1 a nd 2: 1.5 hours ea c h • Section A Twostructured da tarespons equestions
• Section B on eextended writing
Total 3 hours Units 1 and 2: 1.5 hours each • Structured da tarespons equestions on eac htheme
• Question o nresearch and out-of-classroom work,
includingfieldwor k in relation to eac h
theme.
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What kind of content at A2? Unit 3What kind of content at A2? Unit 3Criteria AQA Edexcel OCR WJEC A2 c ontent and weighting Unit 3
Unit 3 30% Conte mporary Geogra phical Issues Focus e s on a range of themes, for research Se lect three ; one physi cal and one hum a n minimum Physi c al • Plate tectonics • Weather andC limatea nd hazards
• Challenges fac ingecosystems
Human • WorldCities • Development and Globalisation
• Contemporary conflict and challenge
3 30%Unit Contested Planet.
Focus on use and management of
, resources and iss uesarisin :g • EnergySecurity • Water conflicts • Biodiversity under threat
• Superpower geographies
• Bridging the development gap
• The technological ?fix
3 Unit 30%
Global Issues
Three chosen from :six Environmental :issues • Earth hazards • Ecosystems and
environments under threat
• Climatic hazards Economic :issues • Population and
resources • Globalisation • Development and
inequalities
3 30%Unit Contemporary Themes & Research in Geography
Section A Contemporary Themes
Choose one :from • Extreme environments • Landforms and their management
• Climati c hazards andone from
• Development • Globalisation • Emerging Asia – India or China
Section B: Research Enquiry Board setsone investigative theme a year for each of these option :s
• Crime • Deprivation • Disease • Environmental Psychology • Leisureand Recreation • Microclimates • Pollution • Retailing • Rivers • Ecosystems
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What kind of content at A2? Unit 4What kind of content at A2? Unit 4
Criteria AQA Ede xcel OCR WJEC A2 c onte nt and we ighting Unit 4
Unit 4 20 % Either Unit 4A Geography Fie ldwork Inves tigation A 1.5 hour e xamination pa per ba s ed o n cand ida tes’ o wn individual fieldwork invest igat ion. The e xam focus es on eva luat ion. Or Unit 4B Geographic al Is s ue Evaluation A pre -rele ase b ooklet availa ble 2 months be fore the exa mina tion.
Unit 4 20 % Geographic al Res e arc h Te ac hers or ca ndidate s selec t a s pec ialism in one a re a: • Tectonic activity an dhazards
• Cold Environments – landscap es and change
• Life on the mar : gins thefood supply
problem • The wo rld of cultu raldiversity
• Pollution a nd huma nhealt h at risk
• Consuming the ru rallandscap e – leisur eand tourism
Unit 4 20% Geographical Skill • Identifyin g a suitabl egeographi cal questio nor hypothesis f orinvestigation
• Developing a pl anand strategy f orconducti ng th einvestigation
• Collecti ng an drecordi ng appropriat edata
• Presenting t he dat acollected i nappropriate forms
• Analysin g an dinterpreting t he data
Unit 4 20% Sustainability Four themes • Sustainable foo dsupply
• Sustainable wate rsupply
• Sustainable energy • Sustainable Cities
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What kind of assessment at A2?What kind of assessment at A2?Criteria AQA Ede xcel OCR WJEC Style o f as s es sm e nt at A2
Total 4 h ours Unit 3 2. 5 hou rs A progressi on from s hort stru ctured quest ions , to exte nded p a ragra phs , plus one es s ay Unit 4 1. 5 hou rs Either Unit 4A a 1.5 h our e xam eval uating candida tes’ fieldwork inve stigation. Or Unit 4B a 1.5 h our e xam on a pre-re lea s e iss ue anal ysis.
Total 4 h ours Unit 3 2. 5 hou rs. Includes p re-rele as e d synoptic re s ource mater ial 3 weeks before exam. Candida tes ans wer 2 exte nde d writte n que s tions from Secti on A (Contes ted Plane t) a nd all of B (Synoptic Investi gation) Unit 4 1. 5 hou rs. Cand ida tes ans wer one essa y on pre-re lea s ed the me.
Total 3 ho urs Unit 3 2 ho urs Secti on A: 3 st ructured que s tions requiring da ta res pons e, a nd exte nded writing. Secti on B: 2 es s ays Unit 4 1. 5 hou rs Secti on A: 2 quest ions to be done a bout diffe re nt s tages of their invest igat ion. Secti on B: 1 piece of res ource-ba s ed exte nded writing bas e d on proces s of ge ograph ical invest igat ion
Total 4 h ours Unit 3 2. 25 h ours 2 es s ays , one from eac h optiona l theme s tudie d one quest ion ba s ed on the individual res e arch en quiry from the findings of the p re-rele as e d topic a rea. Unit 4 1. 75 h ours Pre -rele as e d bo oklet cove ring combinat ion of some or all of the 4 the mes . S ynoptic Secti on A; candida tes dra w on othe r s tudie s from course.
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Progression in assessment AS to A2?Progression in assessment AS to A2?Criteria AQA Ede xcel OCR WJEC Style s of as s es sm e nt
Units 1 & 2 Pro gress ion from s hort to e xte nde d res pons es , include s skills quest ions Unit 3 P rogres sion stru ctured a nswe rs to essa y Unit 4 Analytical an d / or eva luative ex te nded writing dep e nding on choice
Unit 1 Res ource-bas ed stru ctured quest ions Unit 2 Es s ay Unit 3 Extende d res pons es plus synoptic iss ue a nalysis Unit 4 S ingle Exte nded Essa y
Unit 1 a nd 2 Pro gress ion from Secti on A (s tructure d da ta res pons e que s tions) to B (extende d writing) Unit 3 P rogres sion from s tructured ans wers to ess a ys Unit 4 Single pie ce of exte nded writing
Units 1 & 2 Res ource-bas ed; progressi on from short to e xte nde d res ponses Unit 3 Two ess ays and one quest ion ba s ed on the individual res e arch en quiry Unit 4 Extende d anal ytical writing
How is ‘stre tc h and c halle nge’ ac hieve d?
Clea r st a te me nt a bout use of op e n-ende d que s tions, an d highe r order st e ms – a nalys e, eval ua te e tc. – plus use of e xte nded writing
• Clear stateme ntabo ut use of open-end ed questio , nsand higher ord er
stems– analyse, evaluate et .c
• Use of extende dwriting
• ‘Improv ed synopti casses ’sment
By gener alsuggesti ons to tea chbeyond the concepts at
. AS
General referen ceabo ut differentiation.
Use of extende dwriting in U 3.nit Final question of U 4nit
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How much assessment? How flexible?How much assessment? How flexible?Criteria AQA Edexc e l OCR WJEC Total exam ination time ove r 2 years
7 hours
6.5 ho urs
6.5 ho urs
7 hours
Timing of A S units
Unit 1 and Unit 2 available in b oth exa m cycles
Unit 1 Janua ry and June Unit 2 Jun e
Not specifie d, but implies tha t bot h avail able in J a nuar y and Jun e .
Unit 1 and Unit 2 available in b oth exa m cycles
Timing of A2 units
Unit 3 and Unit 4 available in b oth exa m cycles
Unit 3 Ja n and June Unit 4 Jun e only
Not specifie d, but implies tha t bot h available in J a nuar y and Jun e .
Unit 3 and Unit 4 available in b oth exa m cycles
Pre -releas e materi als?
Yes , if Unit 4B is selecte d (6-8 wee ks ahead)
Yes , in ea ch of units 3 and 4 (3 wee ks ahead)
No Yes , Unit 4 (6 weeks ahead)
How is th e sy noptic elem e nt assesse d?
Ass e sse d thro ugh Units 3 a nd 4 – generic s ta teme nt rathe r tha n sp e cific refere nces
As a pa rt of Unit 3 – pre -release d resourc e anal ysis
Ass e sse d thro ugh Units 3 an d 4 – generic s ta teme nt rathe r tha n sp e cific refere nces
Ass e sse d in Units 3 and 4 ; sp e cific element s rela ted to synopt icity
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Where’s the fieldwork or research? Where’s the fieldwork or research?
Criteria AQA Edexc e l OCR WJEC How is fieldwo rk and inve sti g ative res earch app roached?
• Explicit requiremen t
forUni t 2 • In Uni 2, texaminatio nfieldwork forms basi sof Q2
• Explicit requiremen t
inspecification • Candidate sexpected t o u sefieldwork in Unit 2 examination
Recognise d a s a nelement o f teachin gUnits 1 an d 2, bu t n otprescribe d or form allyassessed
• Explicit requiremen t inspecification
• Integrated int oquestion sassessing Unit 1 sand 2, with on especific questio nfocuse d o nfieldwork
How i sfieldwork a ndinvestigativ eresearc happroach ?ed
Fieldwork isa n optio n
forUni t 4
Investigativ eresearch i n Uni 4.t Fieldwork migh tassis t dependin gupo n them e chose .n
Dedicated U 4nit
Fieldwork m ayb eessential for Uni t 3 dependin g upo ntheme selecte d b yBoar .d
Wher eassessed, can fieldwor k
or researc h be taken int o
the exa ?m
If Unit 4 a chosen, yes
No
No
Not state d b utassum e n .ot
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How much guidance is there for teachers? How much guidance is there for teachers?
Criteria AQA Edexc e l OCR WJEC Spe c ification Approach – conc eptual vs content, the matic or place
Generic a pproac h • Conte nt lists toprovide guida nceabout what should b etaught. These a reusually present ed asthemes o rcomponents of th emain units
Gen eric approach • Key Questions to focus the topic
• Key Ideas whic hprovide guidance
• Guidance f orteaching and learnin gto provi de focus o ntheme, pla ce an dscale, and sometimes how it mi ght be taugh t(e. .g stud entresearc )h
Gen eric approach • Questions to focu s
thetopic • Key Ideas whic hprovide guidance
• Guidance f orteaching and learnin g
toprovi de focus o ntheme, pla ce an dscale, and sometimes how it mi ght be taugh t(e. .g stud entresearc )h
Gen eric approach • Key Questions to focus the topic
• Content whic hprovides guidance fo rteaching and learnin g
toprovi de focus o ntheme, pla ce an dscale
• Illustrative example s ofresearch to hel pfocus teachi ng an dlearning
• Suggest edexamples which provides guidance o nplace and/or scale o rcurrent issues
• Links to other units, forcurriculum
mapping
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Criteria AQA Edexc e l OCR WJEC ‘Ne w’ approa c he s / conte nt / conce pts; incl us io n an d importanc e of conte mpora ry topic s ?
Conce pts • AS – Food andenergy supply,
Health(though no t new to this s )pec
• 2 A – Globalisation, Contemporar yconflicts an dchallenge s – ver y
open choice
Concepts • AS – globalisation, climate change, re-
branding places, unequal place s
and spaces • 2 A – new superpowers, energy security, water conflict, consumerism, technological fix.
• Biodiversity, no tecosystems
• Very up-to-dat eexemplars used i nGuidance
Concepts • AS – ener gyissues
• 2 A – Environment sunder threat, globalisation
Concepts • AS – climat echange, urba nprocess & chan ge in MEDC,
sustainability an d flood risks etc
• 2 A – Ne wSuperpowers; plu soptions .e g. Crime, Deprivation, Geography o fDisease, Environmenta lPsychology
• Unit4 fo cusexplicitly onsustainability
How fresh or up-to-date are the new specs? How fresh or up-to-date are the new specs?
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How much freedom of choice is there? How much freedom of choice is there?
Criteria AQA Edexc el OCR WJEC Options or compu lsor y?
Units 1 & 2 Core p lus ch oice of 1 from 3 Unit 3 Choi ce of 3 from 6 Unit 4 Choi ce of s tyle of as sessment; freedo m of choice if fie ldwork chosen in Unit 4a
Units 1 and 3 Compulso ry Unit 2 Choi ce of 2 from 4 Unit 4 Choi ce of 1 from 6
Unit 1 a nd 2 Choi ce of 2 from 4 in ea ch unit Unit 3 Choi ce of 3 from 6 Unit 4 Freedo m of cho ice of topic for fieldwork / invest iga tion
Units 1, 2 and 4 Compulso ry Unit 3 Choi ce in §A 2 from 6 Choi ce in §B made by WJEC
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Final thoughts? Final thoughts? Criteria AQA Edexc e l OCR WJEC Other re marks or fe ature s of no te
• An upda te fro m
the presen tspecification
• A lot of curriculu mchoice; choice inevery Unit.
• Probably th eshortes tspecification an dthe simples t to
. follow
• An explicit attemp tto merge tw ospecifications.
• A significan tupdate fro m thepresent Bspecification, wit hintegrate dconcepts an dconten t fro m the Aspecification
• Significant choice. • Explicit use o fthemes an dconcept s curren t
withinHEI. • Big o nsustainabilit .y
• Very up-to-dat eexemplars
• An explicit attemp tto merge tw ospecifications.
• Offers choice i nevery unit.
• Probably the mos ttraditiona lspecification i nappearance, bu t
does not ha ve to be taught in thi s.way
• An upda te fro m
the present with a loto f
contemporar yconcepts an dissues.
• More compulsor yconten t thanothers, bu t flexibl e
Unitsa t A2 reduc e this and give th e
feelingof choice. • Big o nsustainabilit .y
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11. What of the future? Strengths of the subject
– Strengths of the subject shown in RGS findings; numbers hold up once students are on board– but it is getting the students in the first place.
– Post-16 teaching is generally good, and remains better than at KS3
– At HEI, geographers retain their employability, and relatively few drop out or switch courses
– Teaching quality in HEI is very good
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12. What of the future? Weaknesses
– Geography is perceived as difficult / hard work by students in school. Different subjects make differing demands - my own students claim that responses in Economics require less explanation and content than Geography.
– Will coursework do us a favour in disappearing? At GCSE, geographical enquiries tend to be far more lengthy compared with e.g. requirements for History. Dos this put some students off?
– The continued encroachment of our own subject – e.g ‘An Inconvenient Truth’ used in English GCSE and Media Studies
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13. What of the future? Opportunities
– Is this the right time to for Exam Boards to present more of the same?
– Or should specifications create a new view and definition of geography for the 21st century?
– There is a market for traditional geography. But – it is worth reminding ourselves that the greatest growth in candidate numbers occurred the 1980s with the 16-19 syllabus. The risks in updating might be worth taking.
– A new generation is gradually replacing an ageing profession. What are recently qualified teachers best qualified to teach? Should we close further the gulf between school Geography and HEI?
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14. What of the future? Threats.
– Is difference between specifications OK?
– Do we want to be a subject that presents different interpretations of itself via different specifications? It’s not uncommon in other subjects!
– In selecting what should be taught, should we go for ‘popular’ themes? Historians have turned this into strength.
– The debate among geographers remains as ever – the pursuit of breadth? or depth? Traditional - or modern?
– Whatever we decide will live with us for the next 5-8 years. Let’s get it right!