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WJEC GCSE Geography A Developing a DME for 2015

WJEC GCSE Geography A Developing a DME for 2015. WJEC website: the tasks and guidance for 2015. Controversy / opinion / bias. Opportunity for student s to make a decision. Developing ideas .... for the DME. essential. The starting point for devising a DME. desirable. possible.

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WJEC GCSE Geography A Developing a DME for 2015

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  1. WJEC GCSE Geography A Developing a DME for 2015

  2. WJEC website: the tasks and guidance for 2015 Controversy / opinion / bias Opportunity for students to make a decision Developing ideas .... for the DME essential The starting point for devising a DME desirable possible Exceptional stimulus material available Opportunity for fieldwork Specific staff expertise Links with a planning office / stakeholder

  3. A checklist for the DME Will candidates have the opportunity to make a decision? Can a range of specific viewpoints/ bias be identified? Developing ideas .... for the DME Is controversy at the heart of the DME? Is the issue topical / current – is there a futures element? Will the task arise naturally out of the teaching programme? Can the task be completed within the 5 + 8 hours allowed? Will the resources available be accessible to all students?

  4. Preparing for the DME What are the key concepts? What other context can I use? Long term planning about Teaching and learning Do students have data processing skills? Have I taught students how to make a decision? What resources are available to populate the folder? Do I need to book the ICT room / library? Short term planning about logistics Am I going to use separate lessons, or block book time?

  5. Dos and Don’ts – based on the short guidance provided with the tasks for 2015 • Do choose a contentious issue where stakeholders have different opinions and vested interests. • Provide opportunities for students to explain opinions and challenge bias.

  6. Critically assess opinions What emotive language is used? Who has contributed? Why are they anonymous? opinion opinion fact What geographical concepts are examined?

  7. Do teach the concepts, theories and models that underpin your DME before your candidates begin to research the issue you have chosen so they can apply their knowledge to this new, unfamiliar context.

  8. Do provide candidates with the opportunity to make a decision. There are three effective ways to do this: • 1. Ask candidates to choose the best location (from three) for a new development eg the best site (from three or more) for a tidal barrage.

  9. 2. Ask candidates to choose the best option (from three or more options) to create a sustainable solution eg for a tropical rainforest DME in Borneo, ask candidates to analyse the advantages and disadvantages of palm oil plantations, selected logging and eco-tourism.

  10. Banning fishing on sections of the reef that have suffered overfishing CORAL REEF DME • Allowing one area to become sacrificed to visitor pressure eg the reef at Cancun • Banning visitors from damaged sections of the reef to allow times for recovery • Restricting the number of divers to some fragile sites, perhaps by increasing the cost of access to the reef • Conservation and restoration of the ecosystem. This includes careful monitoring of the effects of pollution and diving on the corals. • Educating divers and tourists to be more sensitive to the needs of the environment • Offering alternative employment to fishermen, eg as visitor guides • Spreading visitors over a wider area so that their impact on each section of reef is minimized • Making rainforest sites, such as Bermudian Landing, much more accessible to tourists

  11. 3. Ask candidates to make a yes/no decision based on evidence presented by three or more different groups who have a vested interest eg. for a renewable energy DME ask candidates to decide if a new wind farm should be built in mid Wales.

  12. Do encourage candidates to consider the sustainability of their chosen option. What are likely to be the longer term effects of their decision on people, the economy and the environment? • In the short term … • In the long term … • Group A will benefit because … • The environment will be damaged by … • Option A causes less social problems than option B because …

  13. Teach methods of decision making How will the environment be affected? Natural Economic Who decides? Will jobs be created or lost? Will local people benefit? What kinds of skills? Who are making decisions about change – raising questions about the involvement of local communities or the imposition of decisions from above. Social How will people be affected? Will the local community benefit?

  14. Justifying a decision may require support but writing frames must not be used. Support students by practicing the skill during normal teaching and learning.

  15. To conclude: what are the key issues? Do candidates have the opportunity to make a decision: Analyse Choose / prioritise Justify Do students have the opportunity to consider bias and / or opinion of stakeholders? Have you provided data in the resource pack so that candidates demonstrate processing / presentational skills?

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