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Advanced Higher Geography Project- folio

Advanced Higher Geography Project- folio. Part 1. Aims of the Webinar. To support practitioners in their understanding of national standards in relation to the AH Geography Folio To illustrate & give advice on marking to standard To give advice on how to support candidates

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Advanced Higher Geography Project- folio

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  1. Advanced Higher Geography Project- folio

  2. Part 1

  3. Aims of the Webinar • To support practitioners in their understanding of national standards in relation to the AH Geography Folio • To illustrate & give advice on marking to standard • To give advice on how to support candidates • To answer questions from participants

  4. ‘The project-folio will provide opportunities for candidates to develop knowledge and understanding of Geography at Advanced Higher level and to apply this knowledge and understanding to a Geographical Study and a Geographical Issue. The project-folio encourages candidates to develop as independent learners and to develop transferable skills, such as problem-solving, research, critical evaluation and presentation’ …. A successful project-folio is likely to be in an area in which candidates have a genuine interest’. (AH Geography Course/Unit Support Notes, May 2015).

  5. Geographical issue (40 marks = 26.7% final award) Geographical study (60 marks = 40% final award) Question Paper (50 marks = 33.3% final award) Marking Instructions – holistic and flexible still key to marking at Advanced Higher. ‘candidates can structure their evidence in a variety of ways and may also demonstrate their skills, knowledge and understanding in a variety of ways and at different points in their evidence’

  6. Project-folio (Section B: Geographical Issue) • For this part of the Advanced Higher final assessment candidates are required to demonstrate their ability to: • Undertake independent and detailed research of a current geographical issue • Justify their choice of issue • Summarise a wide range of viewpoints on the issue • Critically evaluate the viewpoints • Reach reasoned conclusion(s)

  7. Geographical Issue: Introductory guidance • An appropriate Issue is a well-developed piece of critical research and should: • enable different perspectives, opinions and points of view to be researched • generate additional questions, or related issues, which should be considered in order to reach an overall conclusion and appropriate judgment. This will necessitate background reading to gather relevant information, summarise and then critically evaluate it .

  8. Identifying and justifying an appropriate topic (4 marks) • The choice of topic should be current and relevant (geographical), with contrasting viewpoints/perspectives (a suitably complex nature), which have been well researched. • Centres should note that there is no requirement to base the issue on any particular content but the choice of topic should be that of the individual candidate. • Candidates should ensure that in their issue they have made explicit reference to geographical information they have researched and, ‘contextualised’ their choice of topic i.e. they have ‘set the scene’ / a background to the Issue.

  9. Undertake wider background reading from a wide range of sources (8 marks) • 3 main sources should be identified, and it should be clear why they have been prioritised ………but these sources should be complemented by evidence from additional research and background reading/sources (evidence cited or referred to within the main sources of information e.g. This additional information can often help candidates understand more about different interpretations of information & ultimately help with developing good analysis, evaluation and conclusions) • Research should involve a range of academic reading – online or web-based journals/newspapers (google scholar) • Graphics, as well as written sources, may be relevant

  10. Undertake wider background reading from a wide range of sources (8 marks) • Good planning is essential to researching a chosen topic. • Keeping a detailed record listing all sources that have been consulted. This can help group together similar viewpoints. A range of information can help to identify patterns, trends, similarities/differences • Researching one viewpoint at a time can help to break the task up and also helps with recording progress (progress record sheets are useful) • A well developed and correctly laid out bibliography that is clearly evidenced within the Issue (Course Support Notes, page 39) • Graphics should be acknowledged, titled and referred to in the text

  11. Summarise a wide range of viewpoints on the complex geographical issue (10 marks) ‘Summarising involves identifying the key information within the sources’ and demonstrating that this information has been understood. It should express the key viewpoint(s) proposed by the author and include citations. Summarising also involves organising information effectively and systematically so that it leads to a conclusion that can be supported by the evidence gathered. The viewpoints could come to the same conclusion but the arguments may be based on very different criteria. These need not be for or against but should have sufficient controversy to allow evaluation and for a conclusion to be reached. Relevant graphics can be included to enhance the information.

  12. Critically evaluate each of the viewpoints (10 marks) • ‘Evaluation involves making a judgement(s) based on criteria’ • Candidates should demonstrate that they can make reasoned and explicit evaluative comments on the viewpoints, by referring to, for example: • Relevance, reliability, credibility (of author, publication, content) • Strengths and weaknesses (of content, including graphics and statistics, where appropriate) • Comparisons between different viewpoints • Validity and significance (bias/exaggeration) • A holistic consideration of the viewpoints/content is important.

  13. Reach reasoned conclusion(s) supported by a wide range of evidence (8 marks) ‘The conclusion(s) should summarise the key elements of the Issue /viewpoints /argument and it could include an overall judgment’ Candidates should link and sequence relevant pieces of information, including critical evaluation, into a conclusion. All the evidence should be considered. The conclusion need not be original, nor need it represent the candidate’s own personal view.

  14. Commentary on candidate evidence Is climate change a key factor in the Syrian Civil War? • A. Justify the choice of a current complex geographical issue to • critically evaluate (4 marks) • 3 marks awarded • Relevant and current. Complex (‘the growing refugee problem……..public services’ / ‘Within Syria over 7.6M displaced…….) • Evidence of available contrasting viewpoints/ explicit purpose for critically evaluating the issue (last paragraph, page 1 ‘Many high profile figures……argue to what degree’) • Explicit reference to relevant geographical information (Figs 1& 2/refs to background reading/bibliography)

  15. B. Undertake wider background reading from a wide range of sources relating to the geographical issue (8 marks) • 7 marks awarded • 3 sources of sufficient quality • different viewpoints identified, and prioritised for use, based on relevant criteria (author’s level of expertise) • explicit evidence of wider background reading to support prioritised source material/viewpoints

  16. C. Summarise a wide range of viewpoints (10 marks) • 6 marks awarded • Range of key viewpoints with good degree of understanding/cross-referencing • Organised and clearly outlines the key viewpoints outlined by the authors, with relevant citations

  17. D. Critically evaluate each of the viewpoints (10 marks) • 9 marks awarded • Explicit and critically evaluative comments, which include: • Credibility of authors • Identification of bias • Comparing & contrasting the viewpoints from a geographical (geo-political) perspective (page 2 last paragraph ‘this controversial viewpoint…….) • Includes examples from wider reading to support evaluative comments (page 3 last paragraph ‘This is reinforced by an article in The Courier…….)

  18. E. Reach reasoned conclusion(s) (8 marks) • 7 marks awarded • Relevant pieces of information linked together and critically assessed, with relevant use of the information. • Conclusion is developed and includes an overall judgement included/statement (last paragraph)

  19. Part 2

  20. Comment on candidate evidence

  21. Project-folio: (Section A: Geographical study) • For this part of the Advanced Higher final assessment students are required to demonstrate the ability to: • undertake detailed research of a complex geographical topic (using both primary and secondary sources) • justify their choice of topic • show sound geographical knowledge and understanding of the topic • gather, process, analyse and evaluate data • report and conclude their findings appropriately

  22. Geographical study: Introductory guidance • An appropriate Advanced Higher study requires candidates to: • carry out extensive research, which should involve • gathering primary and secondary sources of information/data • evidence of a wide range of appropriate data processing techniques • carry out detailed analysis of data • provide convincing conclusions to the questions/aims/hypotheses raised

  23. Identifying and justifying an appropriate topic (4 marks) • The choice of topic should be purposeful and relevant. In other words: • why did the candidate choose this particular topic • what is the geographical relevance of the chosen topic. • This should incorporate reference to geographical literature (graphics are useful). • Also, a brief explanation of the potential for the processing and evaluation of data/information.

  24. Plan and carry out detailed research (10 marks) • Candidates should evidence that they have carried out detailed planning that generates a range of appropriate research questions/aims/hypotheses that will produce high quality data that can be explained. • Planning should include sampling as well as data gathering methodology. • It could also include evidence of background reading

  25. Evaluate the research techniques and the reliability of data (8 marks) • Candidates should include evaluative comments relating to, for example: • relevance/reliability/significance of data • strengths and weaknesses of techniques • positive and negative aspects of techniques • Candidates should also include, where appropriate, an analysis of ‘next steps’.

  26. Demonstrate a detailed Knowledge and Understanding of the topic (8 marks) • Candidates should provide three points of evidence from relevant wider reading. • This evidence should support the findings from the research. • It should be explicitly referenced. • It can include graphics eg model diagrams.

  27. Use a wide range of appropriate processing techniques (10 marks) • A minimum of three different processing techniques should be used. • Techniques can include cartographical, graphical and /or statistical techniques. • The techniques should be relevant to the topic being studied by supporting the research. • Skilful use of techniques should be encouraged

  28. Analyse the gathered and processed information to identify and explain relationships (12 marks) ‘Analysis involves identifying relevant information to identify and explain relationships within the context of the Study’ Candidates should make relevant and detailed analytical statements , which include evidence of knowledge and understanding of the topic being studied and/or its theoretical basis, where relevant.

  29. Reach reasoned conclusion(s) supported by evidence (8 marks) • The conclusion should follow from an examination of the gathered and processed information • It should summarise the key analysis of the Study • It should be well organised and link the relevant analytical information

  30. Comment on candidate evidence Carron Water River Study • A Justify the choice of a complex geographical topic to research (4 marks) • 3 marks awarded • Purpose (‘to analyse the bedload with a view ………geological origin’, page 2) • Relevance (last paragraph page 2) • Contextualisation – reference to relevant literature (Appendix 2)

  31. B – Plan and carry out detailed research (10 marks) • 6 marks awarded • Clear evidence of planning (Appendix 1) to generate four research questions. • Relevant sources of information (geology map, Appendix 2)

  32. C – Evaluate the research techniques and reliability of data (8 marks) • 7 marks awarded • Sampling sites (page 4) • Page 11 (‘the number of rocks gathered……..valid comparison’) • Significance of data implicit throughout (linear mean, page 9; • reference to anomalies ) • Page 18

  33. D- Demonstrate a detailed KU of the topic being studied from wider reading (8 marks) • 7 marks awarded • three points of referenced evidence from relevant wider reading ( Bradshaw model, maps page 13, Figure 23, page 15) which supported the findings from the research.

  34. E – Use a wide range of appropriate techniques to process the gathered information (10 marks) • 9 marks awarded • Wide range of appropriate techniques (graphs, map –based diagram, proportionate bar chart, boxplots) • Techniques selected were integrated with the level of skill required to support research

  35. F – Analyse all the information to identify and explain relationships (12 marks) • 11 marks awarded • At least four relevant and detailed analytical comments, evidenced • by a wider knowledge and understanding of the topic and its theoretical • basis • Implication of similarity between data gathered & Bradshaw (page 11, • last sentence, ‘this accords……..angularity of material’)

  36. G – Reach reasoned conclusion(s) supported by a wide range of evidence (8 marks) • 6 marks awarded • Organised • Well developed • Relevant pieces of information are linked together sequentially (page 17)

  37. Course Report 2016 Section 3: Advice for preparation of future candidates Project-Folio : General comments • Justification regarding the relevance and choice of topic needs to be clearer with perhaps more guidance from centres ( reference to the marking instructions/commentaries on marked evidence) in terms of what is expected • Quality of referencing remains very variable within written text/graphics and bibliography. All citations should be referenced clearly, as should graphics, which should also be referred to and interpreted within the text. • The use of appendices is rarely appropriate and should be discouraged. • Text boxes should be used for enhancement rather than containing essential information. Candidates need to be aware that text boxes containing information essential to the study or essay(and which should therefore be embodied in the main text rather than in a box) may be included in the word count. • The AH Geography Course/Unit Support Notes provide detailed advice about the layout of the Issue and Study.

  38. Geographical Study • Insufficient data, resulting in poor analysis. • Too few sites or revisits. • Too much lengthy detail (and therefore use of unnecessary words) relating to simplistic data gathering techniques. • Inappropriate use of statistical techniques: centres should note that the use of statistical techniques is not a compulsory requirement. • The background reading/research and KU was often not at the level required for Advanced Higher. • The evaluation of techniques - a tendency to be formulaic and simplistic with no mention of next steps. • Geographical Issue • Disappointing use of images/maps as enhancement • Candidates who chose a robust range of sources, supplemented by background reading generally performed well across Sections B, C and D. • Be alert to lightweight sources …. Blogs, pamphlets etc

  39. Some useful resources…. Barker, Redfern & Skinner (2011) Geographical Skills including Fieldwork Harris,H (2016) Essential Maths Skills for AS/A Level Geography Magnello,E & Van Loon,B (2009) Introducing Statistics: A Graphic Guide Nagle,G & Witherick,M (1998) Skills & Techniques for Geography A Level Nagle,G & Guinness,P (2014) Geographical Skills for AS Level Pearson Publishing Geographical Techniques Redfern,D (2011) Geographical Skills, Fieldwork Investigation & Issue Evaluation Redfern,D (2011) Contemporary Geographical Issues St John,P & Richardson,D (1996) Methods of Statistical Analysis of Fieldwork Data St John,P & Richardson,D (1997) Methods of Presenting Fieldwork Data Widdowson,J & Parkinson,A (2013) Fieldwork through Enquiry Also worth subscribing to are: RSGS Newsletter Hodder Education Geography Review

  40. WWW.sqa.org.uk│0303 333 0330

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