AS/A level Geography
from 2016
Preparing to teach
Session 2
Course outline
11:00 – 12:30
Fieldwork and NEA arrangements
• An overview - Structure, how to organise and teacher
guidance
• Fieldwork - How to arrange and teach it (FSC)
Independent investigation –
• What might one look like? (including marking exercise)
• Workshop – Opportunities and challenges + feedback –
what might teachers do (locations, tasks etc)
Fieldwork
• AS students must complete two days of
fieldwork (spec: ‘the equivalent of at least 2
days’)
• A level students must complete four days of
fieldwork (spec: ‘the equivalent of at least
four days’)
• Fieldwork must be carried out equally in
relation to both physical and human
geography topics
• Centres will be required to sign a fieldwork
declaration form to verify that these
requirements have been met
3
Investigations based on fieldwork
Closed task
Framed enquiry
Independent enquiry
Questions
Data
A task is presented.
Questions are not
explicit.
Enquiry questions are
selected by teacher but are
explicit.
Students decide enquiry
questions, framed by
teacher input.
Decisions about
fieldwork procedure are
made
teachers. Data
The by
weakest
is presented as
examplesevidence.
authoritative
Decisions about fieldwork
procedure are made largely
byThe
teachers.
Data is
best
presented as information to
beexamples
interpreted.
Students are involved in
key decisions about
fieldwork
Whereprocedure
A leveland
data sources.
Methods of representation
areAssessment
open to discussion and
choice. Analysis is
independent.
Reflection
from Controlled
Making sense
from Controlled
Activities devised by
Assessment
teacher
to achieve predetermined objectives.
Students follow
instructions.
Predictable outcomes.
Students discuss what they
have learnt; different
outcomes.
students will
have
Students independently
to beevidence
from 2016
analyse
and
make decisions / reach
conclusions.
Students consider the
validity of evidence /
reliability of data and
methods.
GCE Component 4 : Independent Investigation
Creating a need to know
Asking questions to:

Identify issues / problems

Be creative

Hypothesise

Make links with existing
geographical knowledge
Acknowledgement: Margaret Roberts
Acknowledgement: Margaret Roberts
Creating a need to know
Using data
Asking questions to:
Using primary & secondary data to:

Identify issues / problems

Locate / contextualise the enquiry

Be creative

Collect evidence

Hypothesise

Select evidence

Make links with existing
geographical knowledge

Represent the evidence
Acknowledgement: Margaret Roberts
Creating a need to know
Using data
Asking questions to:
Using primary & secondary data to:

Identify issues / problems

Locate / contextualise the enquiry

Be creative

Collect evidence

Hypothesise

Select evidence

Make links with existing
geographical knowledge

Represent the evidence
Making sense
Query the evidence to:

Analyse

Recognise relationships

Reach conclusions

Make decisions / solve problems

Relate findings to existing knowledge
Acknowledgement: Margaret Roberts
Creating a need to know
Using data
Asking questions to:
Using primary & secondary data to:

Identify issues / problems

Locate / contextualise the enquiry

Be creative

Collect evidence

Hypothesise

Select evidence

Make links with existing
geographical knowledge

Represent the evidence
Reflecting on learning
To be critical in relation to:
Making sense

Data sources
Query the evidence to:

Techniques used / sampling strategies

Analyse

Stakeholder views

Recognise relationships

How the enquiry could be improved

Reach conclusions

The value of what was learnt

Make decisions / solve problems

Relate findings to existing knowledge
GCE Component 4 : Independent Investigation
Six stages of enquiry
1. Context & Planning
2. Data collection
3. Presentation
4. Analysis
5. Conclusion
6. Evaluation
9
Fieldwork at GCE
• The aims/title of the investigation, secondary information/research and the
analysis, evaluation and conclusions must be the student’s own
• There is no prescription at A level other than the requirement that the
investigation must link to the specification (any theme) which may
therefore be either human, physical or people-environment
• Possible areas of study (Appendix of specification)
• All awarding bodies have been working together and with the regulator on task
setting, taking and the fieldwork declaration to ensure consistency and clarity
regarding independence and appropriate teacher guidance
10
Fieldwork – How to arrange and teach it
FSC workshop
Fieldwork Planning – discussion task
Opportunities & challenges
• When is fieldwork undertaken – Year 12 or Year 13, some in both years if
delivering AS?
• Which time of year is best?
• Is it ½ days, full days, school based, residential?
• One task per location or find one location to deliver selection of tasks?
• What local locations might be good for multi-purpose experiences?
• How and when to teach the theory?
• Fieldwork introduction mini-unit or embedded throughout the course?
• What are the opportunities available in the local area?
• Use a fieldwork centre?
12
Non Examined Assessment
• What might one look like?
• Marking exercise