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New A level geography: key changes and challenges Alan Kinder, Chief Executive Geographical Association Academic views ‘Academic writing, self-directed study, independent inquiry & critical thinking skills are weaknesses of undergraduates when they begin degree level study’ A level content – views from the geographical community GIS/Big Data/spatial data Embedded Skills Progression from GCSE More Choice Fieldwork Independent Research People-Environment Processes Local Content Less Choice Teachers Rigour in PhysicalAcademics Geography Suitable for a diversity of learners Balance of Physical and Modern Human Contemporary Geography and Engaging Sense of Discipline Numeracy ALCAB: Key areas of discussion • Progression from new GCSE and preparation for further study, retaining accessibility • Areas not well covered (physical process, cultural geography, spatial analysis & quantitative skills?) • Balancing breadth, depth & choice • Centrality of fieldwork • Co-teaching AS/A-level A level content headlines • Core content 60% • Two core physical and two core human themes (one each for AS) plus geographical skills • At least half non-core content to address people-environment questions and issues • Minimum 2 AS fieldwork days, 4 A level days • ‘New’ human content e.g. identity and belonging • Greater rigour in physical systems and processes A level assessment Headlines • AS decoupled • A level independent investigation incorporates fieldwork and research • A level NEA 20% • AS level 100% terminal exam • New objectives Assessment objectives 1. Demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change, at a variety of scales. 2. Apply knowledge and understanding in different contexts to analyse, interpret and evaluate geographical information and issues. 3. Use a variety of relevant quantitative, qualitative and fieldwork skills ... Water and carbon cycles • Stores, pathways and processes – e.g. decomposition, runoff generation • Climate change as a link between systems • Varied approaches – physical themes, water/energy security, global systems, life support systems Landscape systems • Drylands, coastal or glaciated incl. non UK (can include coastal dunes) • Geomorphological processes flows of energy and materials create specific landforms • Landscape character, evolution and climate change • Human activity and landscape • A view from the drylands, Goudie, Geography 1994 (3) Global systems and governance • Systems: trade; development/life expectancy; migration • Governance: global commons, human rights; sovereignty • Economic, political, social, environmental interdependence • Stability, growth and development but also inequalities, conflicts and injustices • Unequal power relations and geopolitics • Norms laws and institutions regulating and reproducing global systems • Taking on the world – Massey, Geography, spring 2014 http://www.geography.org.uk/Journals/Journals.asp?articleID=1156 Changing place, changing places • Local place and at least one further contrasting place • Relationships and connections: Demography/culture, economic change/social inequality or food production • Meanings and representations: place making/marketing, cultural/artistic approaches or lived experience of place Geographical skills • Well-evidenced conclusions and extended written argument • Interviews, coding and ethical issues • Data - qualitative, quantitative, ‘big’ and geolocated • Descriptive & inferential statistics & correlation • Sampling, measurement and errors • http://www.geography.org.uk/resources /conductingstatisticaltestsforfieldwork Fieldwork AS – exam only • physical and human geography • field research questions • observe and record phenomena • devise and justify practical approaches • apply existing knowledge and concepts to the field • coherent analysis of findings A level – 20% NEA • independent investigation (any focus) • question or issue defined and developed by the student • data collected individually or in groups • draw on the student's own research and/or secondary data • independently contextualise, analyse and draw conclusions Implications for schools • Knowledge ▫ Progression to A level in terms of concepts and new material ▫ Changing Place(s) - challenge for teachers trained pre 1990? ▫ Elements of carbon cycle may be new. • Practice ▫ How to teach big data and spatial data ▫ How to manage independent investigations and fieldwork Place progress? • KS3 ‘acquire locational knowledge and use detailed place-based exemplars’ • GCSE - use locational contexts, understand geographical links and demonstrate overview knowledge of the UK • A level • explore place as a concept • understand place processes • global processes/systems • landscape character/formation http://www.geography.org.uk/news/2014n ationalcurriculum/assessment/ Get help! /getinvolved/branches/ /news/alevelreform/