Cambridge Pre-U Geography:
The Way Forward?
Peter Price
Geographical Association Annual Conference
and Exhibition
Manchester University, 13 April 2012
Peter Price
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HOD Charterhouse
Teaching Pre-U since 2009
CGeog
Member GA ISSIG and Post-16/HE Committees
Speaking in a personal capacity, not for CIE or my
school
• Apologies from intended co-presenter, Claire
Sladden, Pre-U Chief Examiner
Aims for this Lecture:
• Introduce the Pre-U syllabus
• Offer some reflections from the points of view of a
teacher and an assessor
• Provide the opportunity to ask questions and
discuss classroom implications
• Reflect on the near-future of Post-16 courses
The Charterhouse Curriculum
• Pre-16 and post-16 almost entirely linear
• Ethos aiming to maximise learning time and
minimise examination disruption
• Geography Department traditionally offered OCR
GCE and OCR C GCSE
• Pre-16: Edexcel IGCSE; majority of subjects offer
IGCSE
• Post-16: majority offer Pre-U (only 3 offer A Level)
• Since September 2011, Charterhouse also offers
IBDP
A flexible qualification
• Cambridge Pre-U Certificate
– 28 subject syllabuses and core
• Cambridge Pre-U Diploma
– Builds on subject strength
– Freedom of subject choice
– Core components
• Global Perspectives Portfolio
• Individual Research Report
Syllabus characteristics
• Linearity
– Avoids fragmentation
– Reclaims teaching time
– No component retakes
• Authentic ‘stretch and challenge’
– This aim informed syllabus development
– Genuine synopticity
– Greater discrimination at the top end (addition of D1)
• Future of GCE?
– Why not choose a genuine linear/synoptic syllabus?
Cambridge Pre-U Diploma
Independent Research Report
Principal
Subject
Principal
Subject
Principal
Subject
Opportunities for
greater depth
Completely free
choice of subjects
Global Perspectives
Guarantees breadth
Optional Short Course,
Additional Principal Subjects
Global Perspectives and Research
Stand alone
learning pathways
Supporting progression to university
UCAS Tariff
Cambridge Pre-U
Band
Distinction
Merit
Pass
Cambridge Pre-U
Grade
Cambridge Pre-U
Principal Subject
Tariff
A Level
Equivalent
Grade
A Level
Equivalent
Tariff
Cambridge Pre-U
GPR
Tariff
Cambridge Pre-U
Short Course
Tariff
D1
tbc
n/a
n/a
tbc
tbc
D2
145
(A*)
140
tbc
D3
130
A
126
60
M1
115
112
53
M2
101
98
46
M3
87
84
39
P1
73
70
32
P2
59
56
26
P3
46
42
20
E
120
40
Principles underlying the Geography
syllabus
• The core concern of the subject is the interaction of people
with the environment
• The importance of maintaining a clear and strong
physical geography component
• Flexibility, opening up choices for teachers, to reflect the
interests and resources of Geography departments
• The introduction of some new topics and of
new angles on others
• More opportunities for extended writing (essays)
• The need to develop enquiry skills
Syllabus content: 1 Geographical Issues
Section A (choose 2)
• Tectonic Hazards
• Hazardous Weather
• Hydrological Hazards
Section B (choose 2)
• The Geography of Crime
• Health and Disease
• Spatial Inequality and
Poverty
Section C (synoptic;
minimal teaching)
• Multiple hazards and issues
Syllabus content: 2 Global Environments
Section A (choose 1)
• Arid and Semi-Arid
Environments
• Glacial and Periglacial
Environments
• Coastal Environments
Section B (choose 1)
• Tropical Environments
• Temperate Grassland and
Forest Environments
• The Atmospheric
Environment
Syllabus content: 3 Global Themes
Section A
(choose 1)
• Migration and Urban Change
• Trade, Debt and Aid
• The World of Work
Section B
(choose 1)
• Energy and Mineral Resources
• The Provision of Food
• Tourism Spaces
Paper 4 Research Topic
One of three prescribed topics each year for a research
investigation involving fieldwork.
For examination in 2012 the topics are:
Microclimates
Conservation
Deprivation
Topics for examination in 2013–15 are published on
CIE’s Teacher Support Site.
Assessment
Assessment Objectives
AO1
show knowledge and understanding of the places,
concepts, processes and principles of the syllabus
content
AO2
select and use appropriate skills and techniques
(including the use of fieldwork and information
technology) to investigate questions and issues and
communicate findings
AO3
analyse and evaluate geographical information,
issues and viewpoints; apply understanding in
unfamiliar contexts; draw conclusions from evidence
presented
Assessment
• The Cambridge Pre-U Certificate in
Geography is assessed through four
compulsory components.
• The assessment is linear and takes place at
the end of the 2 year course. A single grade
is awarded for the qualification.
• Marking is genuinely holistic, “intelligent” and
not constrained by an over-prescriptive MS
Scheme of Assessment
Core Geographical Skills
Candidates should be competent in the use of
written skills and the use and interpretation of:
• maps
• graphic techniques
• photographic resources, including aerial photographs
and satellite images
• sketch maps and diagrams
• information from secondary sources, including GIS
Paper 1: Geographical Issues
• The paper is divided into 3 sections
• Candidates answer 5 questions, choosing in
Section A 2 structured questions from 3
Section B 2 structured questions from 3
Section C 1 extended writing question from 3
Paper 2: Global Environments
• Paper divided into 2 sections, with 3 topics in each
• 2 questions are set on each of the topics
• Candidates answer 2 questions; 1 from each section
Paper 3: Global Themes
• Paper divided into 2 sections, with 3 topics in each
• 2 questions are set on each of the topics
• Candidates answer 2 questions; 1 from each section
Paper 4: Research Topic
There are three prescribed topics, from which schools or
candidates select one. Topics cycle every few years.
For examination in 2012 the topics are:
o Microclimates
o Conservation
o Deprivation
Programme of study from Charterhouse
Sequence
Physical
Human
1
Coastal Environments
Spatial Inequality and Poverty
2
The Atmospheric Environment
Health and Disease
Year 12 end of year examinations
3
Climatic Hazards
Trade, Debt and Aid
Year 13 Mocks
4
Hydrological Hazards
The Provision of Food
-
Paper 4 fieldwork and research throughout 2 & 3 (Microclimates)
5
Revision (extended)
Revision (extended)
Pre-U: Support
CIE Support
• Essential materials online (syllabus, specimen
papers and Teacher Guide)
• Past examination material, including interim
papers
• Small, so personal contacts with CIE (excellent
access to Chief Examiner and Product Manager)
and other departments teaching Pre-U
• No “tied” textbooks – blessing or curse?
A teacher’s reflections on Pre-U: The Way Forward?
• In-built linearity is liberating
• Academic liberation of open-ended content v more prescribed GCE
content
• Challenging contemporary content (for teachers and pupils)
• I read more in 2 years’ preparation for Pre-U than in the past 14 years of A
Level teaching (and continue to do so)
• Bridging the gap to HE?
• Evolving – get involved in shaping the qualification (accredited up to 2015,
so opportunity to review from Sept.2014 – in line with GCE review)
• BUT
• Linearity in a modular curriculum
• Resourcing?
• Recognition (UCAS and beyond?); case of IB
Future of GCE?
• School leaving age rising to 18
• New/heavily revised Specs from Sept.2014
• End of modules?
• Restriction/abolition of module re-sits?
• To “more strongly reflect the progression to Higher Education”
• Greater involvement of HEIs “at both the design stage and the
‘wash-up’ or post exam review stage” of assessment (to “give
universities ‘power’ over A levels”) – who/how?
• Move to more ‘rigorous’ (traditional?) assessment – essays?
• Sound familiar?
• So....
• Why not choose a tried and tested, genuinely
linear/synoptic syllabus?
Contacts
CIE Product Manager, Tim Kendrick-Jones
kendrick-jones.t@cie.org.uk
Chief Examiner, Claire Sladden, via CIE
www.cie.org.uk/qualifications/academic/uppersec/pre-u
School Cluster Group: Peter Price (HOD, Charterhouse)
pp@charterhouse.org.uk