04/10/2017 Method and concept Planning fieldwork for 2019 This document gives the year in which methods and concepts will be assessed Andy Owen (Subject Officer) Files are in date order … and 2018 with advice for 2019 … METHOD 2019 Measurement of flows CONCEPT 2019 Mitigating risk Methodological approaches: Fieldwork enquiry four approaches in one physical enquiry Do I really need to An investigation into downstream changes plan different fieldwork each year? Qualitative surveys : Measurement of flow : Annotation of a photo or Measure velocity and field sketch. calculate discharge Perception of environmental quality Use of transect : Across the channel to Change over time : measure cross section Use of old photos. or across a point bar to Use of data collected investigate sorting during previous fieldwork 1
04/10/2017 Conceptual framework for Eduqas/WJEC Conceptual framework for Eduqas/WJEC fieldwork fieldwork Flows and cycles What’s the Place Is Cowbridge Road becoming a clone town? best route for a cycle path? Sustainable communities How Spheres of influence Are house might this community be made prices lower close to busy roads? more sustainable? Mitigating risk How could this Inequality How can access to environment be made safer? shops and services be improved? Off the shelf tasks Preparing students for Component 3 in 2018 Andy Owen (Subject Officer) What does Component 3 assess? Six stages of the enquiry process In 2018 transects Part A • Assesses the methodology Set the aims of Fieldwork In 2018 the Sphere of enquiry Evaluate Collect Part B • Assesses the concept influence the the data enquiry • Assesses decision making. The same Process In 2018 concept that was assessed in the and Reach Sphere of context of fieldwork will be assessed conclusions present influence Part C the data here in a novel context set in the UK Analyse the data 2
04/10/2017 How is C3 assessed? AO3=12 Set the Part A • 18 marks aims of AO4=6 the Fieldwork enquiry Evaluate AO3=12 Collect the • 18 marks the data enquiry Part B AO4=6 Process AO2=12 and Reach present • 36 marks conclusions AO3=12 Part C the data Analyse the data AO4=12 Revision tips 1 – evaluate aims Understanding The Assessment Objectives Give students the opportunity to consider the aims For all reformed GCSE qualifications, fieldwork is assessed of each fieldwork enquiry. through AO3 (24 marks) and AO4 (12 marks). In 2018, • Were the aims achievable? There are no marks for AO1 (recall) or AO2 (understanding). this • sphere of Was data available? Questions CANNOT ask students to describe their aim or to influence • describe a sampling method. Was the scale appropriate? • This has enormous implications for how students prepare for their Was the aim correctly focussed on the concept? assessment. In preparing for the assessment, students should focus on command words such as: What is the impact of House prices increase Quality of life is better Justify To give reasons for a decision based on evidence. Cardiff airport on with proximity to Bute in Llandaff than in south Wales? Park. Grangetown. Evaluate To consider the strengths and limitations. Revision tips 2 – limitations of data Reliable / accurate? Give students the opportunity to consider the: • Strengths and weaknesses of sampling procedures • Design of data collection sheets • Reliability of primary and secondary data 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. 3
04/10/2017 Revision tips 3 – suitability of data Fish bone diagrams presentation number of vehicles in 5 minutes 0 10 20 30 40 50 60 70 Sampling strategy Transect locations Time of day Time of week cars vans HGVs motorbikes Data collection cycles buses number of vehicles in 5 minutes number of vehicles in 5 minutes 70 70 60 60 Virtual preparation Weather Equipment Data logging 50 50 40 40 30 20 30 10 20 0 10 0 cars vans HGVs buses motorbikes cycles Revision tips 4 Deconstructing the mock paper Use key terms from the specification Set the aims of the 1. Study the mock paper in your pack. Evaluate enquiry Collect the the data Use the separate audit sheet to identify enquiry a. The AO assessed by each item Process and Reach b. The stage of the enquiry process conclusions present the data c. Whether the item assesses the Analyse the data learner’s own experience. 2. What have you learned about the ‘rules’ of constructing this exam paper? 3. Mark candidate A using the marking scheme Accuracy Pilot Stratified Bias Random Systematic Control Reliability Quantitative Opportunistic Sample Qualitative Any questions? Developing problem solving in students Subject Officer – Andrew Owen andrew.owen@eduqas.co.uk Subject Support Officer Geography A – Steve James steve.james@eduqas.co.uk Andy Leeder (PE Component 2) Subject Support Officer Geography B – Robert Williams robert.williams@eduqas.co.uk Follow on Twitter: @eduqas Visit the website: www.eduqas.co.uk 4
04/10/2017 Inference is an element of new AO3 Elements of AO3 Applying knowledge and understanding to interpret a novel What other / new questions do I need to ask? situation. For example, Applying knowledge finding meaning in a What does the source not tell me? and understanding to photo What can I infer / guess? make a decision and justify it. What does the source tell me? decision inference making evaluation analysis Applying knowledge Applying knowledge and understanding to and understanding to make sense of data weigh up strengths and and explain limitations. For connections. For example, evaluating a example, making sense strategy of a table of data AOs are fixed Command words and tariffs Question setters must use this mark distribution in each series when creating papers. Component 1 Component 2 Component 3 Parts A Parts A Q1 Q2 Q3 Part C Part C & B & B* AO1 8 8 8 12 0 0 0 AO2 8 8 8 24 0 0 12 AO3 8 8 8 12 12 24 12 AO4 8 8 8 12 0 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%) AO3 – low tariff AO3 – low tariff Why is this AO3? What is being assessed? Why is this AO3? What is being assessed? 5
04/10/2017 You could train students to use one or more types of Implications for teaching and learning argument Suitable ways to target this AO with your own Using evidence to students might be to use the following openings Analyse claims and when posing questions of your own: support a reasoned opinions held by some Analyse the impacts on … 1. argument ( Empiricism) Weigh up the advantages / disadvantages of … stakeholders (Scepticism) 2. Discuss the points of view of … 3. Less focus on learning 4. What are the limitations of? facts related to case 5. T o what extent do you agree? studies. 6. Which is the best option? Considering future Weighing positives More emphasis on 7. Justify your decision / choice. - Analysis scenarios and against negatives when 8. What are the costs and benefits? - Appraisal considering the likely consequences 9. How might things change in the future? - Making decisions impacts of change (Probability) 10. What might be the consequence? - Justifying them (Pragmatism) 11. What ought to happen …? 12. Who should…? 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 Use of past papers Making comparisons Selected past papers that provide Ascribing meaning Applying evidence from known useful material for exploring AO3 Identifying layers of meaning – examples to compare likely include: applying understanding to new outcomes in a novel situation situations 2011 New housing options to solve the need for more housing in Recognising bias Recognising costs and benefits Georgia, USA Detecting neutrality or vested Weighing the positive and negative interests in evidence. Identifying impacts. Identifying winners, losers 2015 Coastal management options limitations in evidence. and decision makers for New Jersey State, USA Identifying trends/patterns 2017 Oil Palm development and Ranking / prioritising Using current evidence to forecast alternative strategies for Indonesia Deciding on best and better options likely short term scenarios/impacts AO3 – high tariff (Part C) How could Part C be structured? Why is this AO3? What is Three options are explored in Part B. being assessed? In Part C the candidates could be asked to sequence the options over a defined period Discuss other of time. ways that Three options are explored in Part B. learners could be In Part C the candidates could be asked to asked to make a geographical select two of the options that would work decision in class 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. 6
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