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1、GA Conference,Guildford,March 2008The New Sixth-Form GeographyViv Pointon1The role of the sixth-formPreparestudentsforuniversityPreparestudentsforworkThesixth-formisabridge2ChangesSeptember2008:lNewAScoursesl14-19DiplomaslCambridgePre-USeptember2009:lNewA2courseslNewGCSEs3Reasons for A level changeR
2、eductioninexamtimeReductionfromsixtofourassessmentunitsRemovalofcourseworkStretchandchallengeDifferentiation4Consequences of A level changeLessanddifferentcontentNocourseworkper sebutQuestionsonfieldworkFewermodulesNewA*grade5The new A levels:content HazardsClimatechangeMeteorologyRivers&coastsHot&c
3、oldenvironmentsSomeecologyUrbanstudiesGlobalisationDevelopmentPopulation&migration6The new A levels:contentNewerthemes:lConflictlInequalitylFoodsupplylHealthlEnergylPollution7The new A levels:schools perspective FamiliartopicslcanrecycleoldnotesandhandoutslschemesofworkcanbetweakedSomerefreshinglyne
4、wideaslopportunitytoupdatematerialslcanintroducenewtopicsWidechoiceofspecificationfromrathertraditionaltoradicallynew8Content continuumtraditionalinnovativeOCR AQA EdexcelCCEA WJEC9Comparison of content:The development gapCCEA AS:Students should be able to identify and explain regional contrasts in
5、development(with)one case study at the national scale which demonstrates distinct regional variations in development.in AS human geography unitOCR A2:To what extent is the development gap increasing or decreasing?in option on development and inequalities Recommends study of countries at different st
6、ages 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 developmentAQA A2:The concept of the North/South divide,and its re
7、lationship to the development continuum.in option on development and globalisationEdexcel A2:Whole topic on Bridging the development gap causes,consequences,and reduction.10The new A levels:HE perspective Inphysicalgeography:lwillfindlittlenewlearninglpossiblylessbasicgeomorphologyandscientificanaly
8、sisInhumangeography:lwillfindaspectsofculturalturnlgreaterawarenessofissueslbetterpreparation11The new A levels:assessment SomeverytraditionalstylesandsomenewapproachesIssuesanalysisorDMEpapersNocourseworkbutfieldworkrequired(byQCA)atbothASandA2Fieldworkquestionsarelikelytobepredictableandanswerslea
9、rnedLimitedresearchopportunities12The new A levels:assessmentAQACCEEDXOCRWJECompulsoryASquestionssomemost somenone allCompulsoryA2questionssomesomesomenonesomeMultiplechoicexxxxDataresponsequestionsShortmarkquestions(1or2marks)fewxLongermarkquestions(c.10marks)Decision-makingorissueanalysisxIndividu
10、alresearchfieldbasedIndividualresearchsecondarydataxopt.xNumberofessays(30minutesormore)1dme2+44Pre-releaseinformationxx13Assessment continuumstraight-forwardchallengingOCR AQA Edexcel CCEA WJEC 14The new A levels:assessmentSchoolsperspective:lcontinuingorgreaterteachingtotheexamquestionslmayrequire
11、narrowerrangeofskillsHEperspective:lstudentsmaybelesspreparedforindependentlearninglfewerresearchskillsllessunderstandingofreferencing15Comparison of assessment:coastsWith reference to one or more named examples,explain how management schemes in coastal areas can provide protection from coastal proc
12、esses.(9)OCR ASWith reference to one or more case studies of coastal management,discuss whether the benefits outweigh the costs.(15)AQA ASUsing names examples,examine the environmental costs of coastal development such as those shown in Florida.(10)Edexcel ASWith reference to named examples,explain
13、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 ASWith 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
14、of these strategies on the human and physical environment.(15)CCEA A2Use examples to assess the success of strategies used to manage the impact of human activity on the coastal environment.(25)WJEC A216Decision-making and issues analysisFourABsincludeDMEsorissuesanalysisassessmentThreeABsbasethisupo
15、npre-releaseddataCCEA:DMEwith30minutesreadingtimeinexamWJEC:DMEresourcefolderreleasedc.6weeksbeforeexamAQA:IssueEvaluationadvanceinformationreleased2monthsbeforeexam+moreinexamEdexcel:IssueAnalysisadvancedinformationreleased4weeksbeforeexam+moreinexamOCR:NoDMEorsimilar-simpleresource-basedskillsques
16、tionsinexam17Fieldwork&skills assessmentTherearepredictablequestionsinall:laims&hypothesesldatacollectionmethodslsamplingmethodsldatapresentationtechniquesldataanalysistechniquesEdexcel,OCR&WJECprobablyrequirelesscouldgetawaywithtwodaysAQA&CCEAmostsolidlyexaminedinbothAS&A2butcouldgetawaywithonegood
17、weekoffieldworkOCRismostbasic:fieldworkonlyreallyneededforA2Edexcelmaybemostchallenging:90-minutequestionbaseduponownresearchAQA&CCEAaremostthoroughintestingskillsCCEArequiressubmissionoffieldreport&datatablewithexam18A level:stretch and challengeA*willdifferentiatetopcandidatesSummer2007:lEdexcelA3
18、3.1%lOCRA 29.8%lAQAB 29.6%lAQAA 28.6%lWJEC27.2%lCCEA26.0%lEdexcelB22.8%19A level:stretch and challengeAQA,Edexcel,andCCEAaddressthisindiscretesectionsintheirspecificationsWJECreferstoitsdemandsinfiveseparateplacesOCRhasonereferencebutflagsupopportunitiesinitssupportmaterial.CCEA:“Thiswillbeachievedb
19、y:lusingavarietyofcommandwords,forexampleanalyse,evaluate,discuss,compare,toelicitafullrangeofresponsetypesltheuseofcasestudiesltheuseofopen-endedquestionsltheuseofresourcematerials”AQAadd:“connectivitybetweensectionsofquestions”and“extendedwriting”Edexceladd:“developmentofsynopticassessmenttoinclud
20、earesearchcomponent”20A level:stretch and challengeOCR:saythatUnitContent“givesaminimum listoftopics/conceptsthatcanbeexpectedtobestudiedinthetimeavailable.Thesetopics/conceptsarenotexclusiveandcentresareencouragedtogobeyondthisminimumtoenablecandidatestobettermeettheneedsofstretchandchallenge.”WJEC
21、say:InA2“thedecision-making/problem-solving/issues-evaluationexercisesrequirecandidatestodrawtogetherrelevantknowledge,understandingandskillsofthespecificationtotackleadecision,problemorissuethatisnewtothem.Thefinalquestionwillprovidestretchandchallenge.”21Alternatives to AS/A levelInternationalBacc
22、alaureateCambridgePre-UDiplomaWelshBacc14-19DiplomasGNVQs,etc.22International Baccalaureate“achallengingtwo-yearcurriculum”CompulsoryelementsGeographyisoneofninesubjectsinGroup323Cambridge Pre-UIntendedtobemoreacademicallyrigorousLinearcourseGeographyisoneof22subjectsCandidateschoosethreeprincipalsu
23、bjectsParallelcourseonGlobalPerspectivesusedtodeliverthinkingskillsandresearchskillsIndependentresearchreportcompletesDiplomaWorkingtowardsfullQCAaccreditationCambridgePre-U24Pre-U GeographyCanbetakenasastand-alonecertificateGeographicalIssues(40%)lhydrologicalandtectonichazards,weatherlcrime,spatia
24、linequality,health&diseaseGlobalEnvironments(20%)larid&semi-arid,glacial&periglacial,coastalltropical,temperate,atmosphericGlobalThemes(20%)lmigration&urbanchange,trade,aid&debt,worklfood,tourism,energy&mineralresourcesResearchTopic(20%)loneofthreeprescribedtopicsCambridgePre-U25Welsh Baccalaureate
25、Consistsofthreeparts:TheCore-consistingoffourcomponents:lKeySkillslWales,EuropeandtheWorldlWork-relatedEducationlPersonalandSocialEducation.OptionsselectedfromexistingcoursesorprogrammesGCSE,VGCSE,AS/Alevels,AVCE,NVQ,orBTECAnindividualinvestigationOfferedatAdvanced,IntermediateandFoundationlevels261
26、4-19 DiplomasFromSeptember2008:lInformationTechnologylSociety,Health&DevelopmentlEngineeringlCreative&MedialConstruction&theBuiltEnvironmentFromSeptember2009:lEnvironmental&Land-Based StudieslManufacturing&ProductDesignlHair&BeautyStudieslBusinessAdministration&FinancelHospitalityFromSeptember2010:l
27、Travel&TourismlPublicServiceslSport&LeisurelRetailFromSeptember2011:lHumanities lLanguageslScience2714-19 DiplomasGeneralgeographycontent:lSustainabilitylResourceuselEnvironmentalimpactEnvironmentalandLand-BasedStudies(2009)TravelandTourism(2010)Humanities(2011)Science(2011)28Bridging the gorgeSixth
28、-form HE29Building the bridgeSchools/collegespriorityistogetstudentsthroughsixth-formsuccessfullyHEwantswell-preparedstudentsbutmustrecogniseconstraintsonteachersTeacherswantup-to-datematerialbutrelyonHEtosupplythisTeachersmustrecogniseconstraintsonHEreresearchprioritiesBUTneedtocommunicatemoreasbothrelyoneachother30Two-way transport is neededDevelop&uselocalGAbranchesVisiteachotherGetHEstudentsintoschools&AlevelcandidatesintouniversitiesSetuptrainingdaysforteachers&forlecturersPublishaccessiblematerialWorkwithawardingbodiesResearchbestpractice31but it is not an unbridgeable divide32