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Cambridge Pre-U Geography: The Way Forward?

This lecture provides an introduction to the Cambridge Pre-U Geography syllabus, offering insights from a teacher and an assessor. It also discusses the implications for the classroom and explores the future of Post-16 courses.

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Cambridge Pre-U Geography: The Way Forward?

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  1. Cambridge Pre-U Geography:The Way Forward? Peter Price Geographical Association Annual Conference and Exhibition Manchester University, 13 April 2012

  2. Peter Price • 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

  3. 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

  4. 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

  5. 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

  6. 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?

  7. Cambridge Pre-U Diploma Opportunities for greater depth Independent Research Report PrincipalSubject PrincipalSubject PrincipalSubject Completely free choice of subjects Guarantees breadth Global Perspectives Optional Short Course, Additional Principal Subjects Global Perspectives and Research Stand alone learning pathways

  8. Supporting progression to university

  9. UCAS Tariff

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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.

  15. Assessment

  16. 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

  17. Assessment • The Cambridge Pre-U Certificate in Geographyis 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

  18. Scheme of Assessment

  19. 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

  20. Paper 1: Geographical Issues • The paper is divided into 3 sections • Candidates answer 5 questions, choosing in • Section A2 structured questions from 3 • Section B 2 structured questions from 3 • Section C 1 extended writing question from 3

  21. 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

  22. 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

  23. 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: • Microclimates • Conservation • Deprivation

  24. Programme of study from Charterhouse

  25. 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?

  26. 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

  27. 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?

  28. 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

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