WJEC Spec B - EXAM FEEDBACK
Lessons learned from UNITS 1 & 2a
ASSESSMENT OBJECTIVE 1
KNOWLEDGE & UNDERSTANDING
Principal Examiners are impressed by candidates knowledge and
understanding across the 3 themes – with some excellent use of
examples in:
• Theme 1 The impact of rural to urban migration
• Theme 2 World-wide response to the drought hazard
• Theme 3 The reasons for foreign aid programmes
Across all papers there were candidates who used appropriate
terminology accurately.
WHAT DIDN’T GO SO WELL?
• Knowledge is more sketchy in other areas of each theme. For
example:
• Theme 1 – some Foundation tier candidates struggled to suggest
ways that rural to urban migration might affect those people
continuing to live in rural areas.
• Theme 2 – how, at a local level, rivers are managed to reduce the
flood hazard.
• Theme 3 – why informal work is a significant feature of the economy
in NICs.
ASSESSMENT OBJECTIVE 1
A
grade
Candidates recall, select and communicate detailed knowledge and
thorough understanding of places, environments, concepts and
locations at a range of scales. They use geographical terminology
accurately and appropriately.
Candidates recall, select and communicate knowledge and
C
grade understanding of places, environments, concepts and
locations across different scales. They use geographical
terminology appropriately.
Candidates recall, select and communicate knowledge and
F
grade some limited aspects of understanding about places,
environments and concepts at more than one scale. They
communicate their ideas using everyday language.
Being able to name a Case Study is
never enough!
How should a candidate
demonstrate AO1 of a place / an event?
DISCUSSION POINT 1
How do we encourage students to move
beyond just naming their example?
1. Discuss Candidate response 3 and 4.
• What has been done well?
• What could be improved?
2. Create a simple 4 level mark scheme that just
assesses AO1 for this question (see next
slide).
ASSESSMENT OBJECTIVE 1
A
grade
Candidates recall, select and communicate detailed knowledge and
thorough understanding of places, environments, concepts and
locations at a range of scales. They use geographical terminology
accurately and appropriately.
Candidates recall, select and communicate knowledge and
C
grade understanding of places, environments, concepts and
locations across different scales. They use geographical
terminology appropriately.
Candidates recall, select and communicate knowledge and
F
grade some limited aspects of understanding about places,
environments and concepts at more than one scale. They
communicate their ideas using everyday language.
While we are thinking about Mali, should we tell
candidate 3 that Africa is not a country!
• Botswana is one of the top 13 achievers in the world
when it comes to sustained economic growth. It has
been democratic and peaceful since its
independence. It is an African country.
• Mali is a large, landlocked country, two thirds of
which is desert. Despite exporting cotton and other
resources, the country is one of the world's poorest,
with as many as 4.9 million people lacking safe water.
It is an African country.
SOURCE www.gapminder.org
DISCUSSION POINT 2
country
Cell phones
Per 100 people
GNI per
capita ppp
Access to
improved
water %
Botswana
?
14560
96
Congo DR
23
?
45 / 55 / 65
Mali
53
1050
54
Kenya
64
1720
49 / 59 /69
Malawi
15 / 25 / 35
870
83
106 / 116 / 126
10790
?
South Africa
DID YOU GET IT RIGHT?
country
Cell phones
Per 100
people
GNI per capita Access to
ppp
improved
water %
Botswana
143
14560
96
Congo DR
23
350
45
Mali
53
1050
54
Kenya
64
1720
59
Malawi
25
870
83
South Africa
126
10790
91
AO1 with respect to....... COUNTRIES AT
DIFFERENT LEVELS OF DEVELOPMENT
• The specification requires
that candidates have an
appreciation of the notion
that ‘countries are at
different levels of
development’.
Examples from Theme 3 ......
A comparative investigation of
recent changes in employment
structures of countries at two
contrasting stages of development.
A case study of an MNC and why it
locates in countries at different
stages of development.
MEDC? / LEDC? / NIC? / BRICM?
DISCUSSION POINT 3
agree
1
It’s best to study two countries at very different
stages of development .
2
I study migration patterns in Brazil for Theme 1
and the Amazon rainforest in Theme 2
(ecosystem). It makes sense for me to use Brazil as
an example of an NIC Theme 3.
3
I need the students to learn the terms LEDC and
MEDC.
4
The Brandt line is still relevant.
5
The new reformed specification should list specific
countries for me to study.
disagree
Using the UN definitions
Least Developed Countries
Landlocked developing countries
Small Island Developing States (SIDs)
WHICH NIC SHOULD I TEACH?
The usual suspects:
Brazil
Russia
India
China
Mexico
South Africa
ASSESSMENT OBJECTIVE 2
A
grade
They apply appropriate knowledge and understanding of a wide range of
geographical concepts, processes and patterns in a variety of both familiar
and unfamiliar physical and human contexts. They recognise and
understand complex relationships between people and the environment,
identifying and evaluating current problems and issues, and making
perceptive and informed geographical decisions. They understand how
these can contribute to a future that is sustainable.
C
grade
They apply their knowledge and understanding of geographical concepts,
processes and patterns in a variety of both familiar and unfamiliar physical
and human contexts. They understand relationships between people and
the environment, identifying and explaining different problems and issues
and making geographical decisions that are supported by reasons,
including sustainable approaches.
F
grade
They apply their understanding of some simple physical and human
processes and patterns in different contexts. They recognise simple
relationships between people and the environment. They identify problems
and issues and make decisions informed by simple reasons and evidence.
Applying knowledge of informal work to NICs
• In 2014 there was a knowledge
(AO1) question about ‘informal
work’ in Mexico.
• It was followed by an application
question (AO2). Candidates were
asked to explain why ‘informal
work’ is a key feature of NICs.
• Responses from more successful
candidates often referred to
named countries / cities /
specific jobs within their answer.
DISCUSSION POINT 4
How do we encourage students to apply
their understanding of processes to
unfamiliar contexts?
1. Discuss the answer from Candidates 1 & 2
• What has been done well?
• What could be improved?
2. Create a simple 3 level mark scheme that just
assesses AO2 for this question see next
slide.
ASSESSMENT OBJECTIVE 2
A
grade
They apply appropriate knowledge and understanding of a wide range of
geographical concepts, processes and patterns in a variety of both familiar
and unfamiliar physical and human contexts. They recognise and
understand complex relationships between people and the environment,
identifying and evaluating current problems and issues, and making
perceptive and informed geographical decisions. They understand how
these can contribute to a future that is sustainable.
C
grade
They apply their knowledge and understanding of geographical concepts,
processes and patterns in a variety of both familiar and unfamiliar physical
and human contexts. They understand relationships between people and
the environment, identifying and explaining different problems and issues
and making geographical decisions that are supported by reasons,
including sustainable approaches.
F
grade
They apply their understanding of some simple physical and human
processes and patterns in different contexts. They recognise simple
relationships between people and the environment. They identify problems
and issues and make decisions informed by simple reasons and evidence.
RESOURCES FOR TEACHERS
Supporting teaching and learning
wjec.co.uk/geography
Free subject specific resources available for all to download from our website
resources.wjec.co.uk
Free digital resources to support the teaching and learning of a broad range of subjects
oer.wjec.co.uk
Our free Online Exam Review allows teachers to analyse item level data, critically
assess sample question papers and receive examiner feedback
wjec.co.uk/shop
A vast range of educational resources, specifications, past papers and mark schemes to
support the teaching and learning of subjects offered by WJEC
Any Questions?
andrew.owen@wjec.co.uk