Planning fieldwork for 2019 Method and concept This document gives - - PowerPoint PPT Presentation

Planning fieldwork for 2019

Method and concept

This document gives the year in which methods and concepts will be assessed Files are in date order with advice for 2019 … … and 2018

METHOD 2019 Measurement of flows

CONCEPT 2019 Mitigating risk

Fieldwork enquiry

Do I really need to plan different fieldwork each year?

Methodological approaches: four approaches in one physical enquiry

Qualitative surveys: Annotation of a photo or field sketch. Perception of environmental quality Change over time: Use of old photos. Use of data collected during previous fieldwork Measurement of flow: Measure velocity and calculate discharge Use of transect: Across the channel to measure cross section

• r across a point bar to

investigate sorting

An investigation into downstream changes

Conceptual framework for Eduqas/WJEC fieldwork

Place Is Cowbridge Road becoming a clone town? Spheres of influence Are house prices lower close to busy roads? Mitigating risk How could this environment be made safer?

Conceptual framework for Eduqas/WJEC fieldwork

Flows and cycles What’s the best route for a cycle path? Sustainable communities How might this community be made more sustainable? Inequality How can access to shops and services be improved?

Off the shelf tasks

Preparing students for Component 3 in 2018

What does Component 3 assess?

Part A • Assesses the methodology Part B • Assesses the concept Part C

• Assesses decision making. The same

concept that was assessed in the context of fieldwork will be assessed here in a novel context set in the UK

Fieldwork

In 2018 transects In 2018 Sphere of influence In 2018 Sphere of influence

Process and present the data Set the aims of the enquiry Analyse the data

Reach conclusions

Evaluate the enquiry Collect the data

Six stages of the enquiry process

How is C3 assessed?

Part A • 18 marks Part B

• 18 marks

Part C

• 36 marks

Fieldwork

AO3=12 AO4=6 AO3=12 AO4=6 AO3=12 AO4=12 AO2=12

Process and present the data Set the aims of the enquiry Analyse the data

Reach conclusions

Evaluate the enquiry Collect the data

For all reformed GCSE qualifications, fieldwork is assessed through AO3 (24 marks) and AO4 (12 marks). There are no marks for AO1 (recall) or AO2 (understanding). Questions CANNOT ask students to describe their aim or to describe a sampling method. This has enormous implications for how students prepare for their

• assessment. In preparing for the assessment, students should

focus on command words such as: JustifyTo give reasons for a decision based on evidence. Evaluate To consider the strengths and limitations.

Understanding The Assessment Objectives

Give students the opportunity to consider the aims

• f each fieldwork enquiry.
• Were the aims achievable?
• Was data available?
• Was the scale appropriate?
• Was the aim correctly focussed on the concept?

Revision tips 1 – evaluate aims

What is the impact of Cardiff airport on south Wales? House prices increase with proximity to Bute Park. Quality of life is better in Llandaff than in Grangetown. In 2018, this sphere of influence

Give students the opportunity to consider the:

• Strengths and weaknesses of sampling

procedures

• Design of data collection sheets
• Reliability of primary and secondary data

Revision tips 2 – limitations of data

Reliable / accurate?

Accuracy Each measurement is made to an accuracy of 1cm. Reliability The slack in the horizontal line that is used as the datum means that the results cannot reliably be repeated.

Fish bone diagrams

Data collection

Sampling strategy Transect locations Time of day Virtual preparation Weather Equipment Data logging Time of week

10 20 30 40 50 60 70

number of vehicles in 5 minutes

10 20 30 40 50 60 70 cars vans HGVs motorbikes cycles buses

number of vehicles in 5 minutes

10 20 30 40 50 60 70 cars vans HGVs buses motorbikes cycles

number of vehicles in 5 minutes

Revision tips 3 – suitability of data presentation

Revision tips 4 Use key terms from the specification

Accuracy Bias Control Opportunistic Pilot Random Reliability Sample Stratified Systematic Quantitative Qualitative

• 1. Study the mock paper in your pack.

Use the separate audit sheet to identify a. The AO assessed by each item b. The stage of the enquiry process c. Whether the item assesses the learner’s own experience.

• 2. What have you learned about the ‘rules’
• f constructing this exam paper?
• 3. Mark candidate A using the marking

scheme

Deconstructing the mock paper

Process and present the data Set the aims of the enquiry Analyse the data Reach conclusions Evaluate the enquiry Collect the data

Any questions?

Geography A GCSEGeographyA@eduqas.co.uk

Geography B

GCSEGeographyB@eduqas.co.uk

Follow on Twitter: @eduqas Visit the website: www.eduqas.co.uk

Developing problem solving in students

Elements of AO3

decision making inference evaluation analysis

Applying knowledge and understanding to interpret a novel

• situation. For example,

finding meaning in a photo Applying knowledge and understanding to make sense of data and explain

• connections. For

example, making sense

• f a table of data

Applying knowledge and understanding to weigh up strengths and

• limitations. For

example, evaluating a strategy Applying knowledge and understanding to make a decision and justify it.

What does the source tell me? What can I infer / guess? What does the source not tell me? What other / new questions do I need to ask?

Inference is an element of new AO3

AOs are fixed

Component 1 Component 2 Component 3 Q1 Q2 Q3 Parts A & B Part C Parts A & B* Part C AO1 8 8 8 12 AO2 8 8 8 24 12 AO3 8 8 8 12 12 24 12 AO4 8 8 8 12 12 12 SPaG 4

• 4
• 4

Totals 32+4 32 32 60 12+4 36 36+4 Totals 96 + 4 (40%) 72 + 4 (30%) 72 + 4 (30%)

Question setters must use this mark distribution in each series when creating papers.

Command words and tariffs

AO3 – low tariff

Why is this AO3? What is being assessed?

AO3 – low tariff

Why is this AO3? What is being assessed?

Suitable ways to target this AO with your own students might be to use the following openings when posing questions of your own: 1. Analyse the impacts on … 2. Weigh up the advantages / disadvantages of … 3. Discuss the points of view of … 4. What are the limitations of? 5. To what extent do you agree? 6. Which is the best option? 7. Justify your decision / choice. 8. What are the costs and benefits? 9. How might things change in the future?

• 10. What might be the consequence?
• 11. What ought to happen …?
• 12. Who should…?

Less focus on learning facts related to case studies. More emphasis on

• Analysis
• Appraisal
• Making decisions
• Justifying them

Implications for teaching and learning

You could train students to use one or more types of argument

Using evidence to support a reasoned argument (Empiricism) Considering future scenarios and consequences (Probability) Weighing positives against negatives when considering the likely impacts of change (Pragmatism) Analyse claims and

• pinions held by some

stakeholders (Scepticism)

How can we prepare students so they have a structure (or scaffold) in mind when they are sitting an examination?

Developing skills for problem solving

Making comparisons Applying evidence from known examples to compare likely

• utcomes in a novel situation

Recognising bias Detecting neutrality or vested interests in evidence. Identifying limitations in evidence. Identifying trends/patterns Using current evidence to forecast likely short term scenarios/impacts Ascribing meaning Identifying layers of meaning – applying understanding to new situations Recognising costs and benefits Weighing the positive and negative

• impacts. Identifying winners, losers

and decision makers Ranking / prioritising Deciding on best and better options

Use of past papers

Selected past papers that provide useful material for exploring AO3 include: 2011 New housing options to solve the need for more housing in Georgia, USA 2015 Coastal management options for New Jersey State, USA 2017 Oil Palm development and alternative strategies for Indonesia

AO3 – high tariff (Part C)

Why is this AO3? What is being assessed?

How could Part C be structured?

Three options are explored in Part B.

• In Part C the candidates could be asked to

sequence the options over a defined period

• f time.

Three options are explored in Part B.

• In Part C the candidates could be asked to

select two of the options that would work well together. Two options are explored in Part B.

• In Part C the candidates could be asked to

say which of the options would be easier to implement and why.

Discuss other ways that learners could be asked to make a geographical decision in class

Part C marking scheme

A copy is in your packs

SPaG will also be assessed in Part C

Marking exercise

Use the new mark scheme to assess the three responses in your pack

Be BALANCED Weigh up advantages and disadvantages – e.g. costs / benefits, good / bad, positive / negative impacts Use EVIDENCE Give extended and detailed evidence to support a

• decision. Use hard and

soft evidence but do not use vague assertions. COUNTER-ARGUMENT Be able to explain why some proposals or ideas have been rejected Be SYNOPTIC Use knowledge and understanding from other topics in Geography, from the news, or from other subjects Think about FUTURES Consider the impacts of your decision in the short term and longer term. Is it sustainable? Reach a JUDGEMENT DECIDE! Be able to put together a logical case that is linked to evidence

Key elements of a sophisticated response

40

Any questions?

GCSE Geography B Contact:

GCSEGeographyB@eduqas.co.uk

Follow on Twitter: @eduqas Visit the website: www.eduqas.co.uk

WJEC Eduqas GCSE (9-1) Geography

Designing formative assessments

Writing your own assessments

Key questions to ask yourself:

• 1. Is it on the specification?
• 2. Have I used a command word that matches the

assessment objective?

• 3. Is the tariff appropriate?
• 4. Have I got the correct level of demand/support?
• 5. Is the language clear and precise?
• 6. Have I assessed numeracy (see Appendix A)

Numeracy masterclass

At least 10% of marks, across the 3 components, will be devoted to proscribed mathematical and statistical techniques (Appendix A) Equates to at least 24 marks across the 3 components Assessment of numeracy could be through AO3 and AO4 Candidates need to be exposed to full range of techniques in teaching Skills and techniques assessed in examinations will be set within geographical context and form part of the ‘flow’ of a question rather than for their own sake Some questions will be single mark tariff as in previous years but stepped calculations will require candidate to show working for further mark(s)

Implications

Calculators and rulers available in the examination Carry out an audit of schemes of work to ensure broad coverage within your SoW Some elements have always been part of teaching and will require little change in approach but others will require a more in-depth focus Consult with school numeracy co-ordinator to seek consistency of approach in teaching concepts and skills that may not traditionally have formed part of a geography SoW Provide plenty of opportunities for candidates to practise techniques in a geographical context throughout the course Resources are available

AO4 could assess numeracy

select adapt

Communicate findings

use

Suggesting how a technique could be adapted to make it more effective.

Interpreting a technique to make a measurement, calculate a value, identify a trend etc. This could mean extracting information from a technique but it might also mean constructing a chart or graph.

Interpreting / extracting information to find a pattern or trend and communicating this information in extended prose. Selecting a suitable technique and being able to justify the decision.

Give the length of the Cheddar Yeo from points A to B. [1]

use

Communicate findings

Compare the relief in grid square 3954 to that in 4255. [6]

Use past papers to find resources

Spec A 2016 Unit 1H p2

decision making inference evaluation analysis

Applying knowledge and understanding to make sense of data and explain

• connections. For

example, making sense of a table of data

Applying knowledge and understanding to weigh up strengths and

• limitations. For

example, identifying limitations in the presentation of data

Making use of data / evidence to help make a decision and justify it.

AO3 could assess numeracy

SSA 1985 1990 1995 2000 2005 2010 2015 Gambia 91 80 71 63 57 52 48 Kenya 63 66 72 67 54 42 36 Mali 144 131 125 116 97 83 75 Malawi 147 143 122 104 71 58 43 SA 1985 1990 1995 2000 2005 2010 2015

Bangladesh

118 100 81 64 51 39 31 India 101 88 78 66 56 46 38 Pakistan 115 106 97 88 80 74 66 Sri Lanka 25 18 17 14 12 9 8

Analyse the progress being made in sub-Saharan Africa and South Asia towards reducing infant mortality since 1985. Use evidence from the data. [6] Calculate the decrease in infant mortality in Gambia between 1985 and 2015. [2]

AO3 AO4

Evaluate these exam style question in your packs

Work in pairs. Take 20 minutes.

• 1. What are the errors?
• 2. How could it be

improved? Report your findings