New A-level Geography: Key Changes and Challenges

1. New A level geography: key changes and challenges Alan Kinder, Chief Executive Geographical Association

2. Academic views ‘Academic writing, self-directed study, independent inquiry & critical thinking skills are weaknesses of undergraduates when they begin degree level study’

3. A level content – views from the geographical community GIS/Big Data/spatial data Embedded Skills Fieldwork Local Content Independent Research Progression from GCSE People-Environment Less Choice Processes More Choice Rigour in Physical Geography Sense of Discipline Suitable for a diversity of learners Balance of Physical and Human Numeracy Modern Geography Contemporary and Engaging

4. ALCAB: Key areas of discussion • Progression from new GCSE and preparation for further study, retaining accessibility • Areas not well covered (physical process, cultural geography, spatial analysis & quantitative skills?) • Balancing breadth, depth & choice • Centrality of fieldwork • Co-teaching AS/A-level

5. A level content headlines • Core content 60% • Two core physical and two core human themes (one each for AS) plus geographical skills • At least half non-core content to address people-environment questions and issues • Minimum 2 AS fieldwork days, 4 A level days • ‘New’ human content e.g. identity and belonging • Greater rigour in physical systems and processes

6. A level assessment Headlines Assessment objectives Demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change, at a variety of scales. Apply knowledge and understanding in different contexts to analyse, interpret and evaluate geographical information and issues. Use a variety of relevant quantitative, qualitative and fieldwork skills ... • AS decoupled • A level independent investigation incorporates fieldwork and research • A level NEA 20% • AS level 100% terminal exam • New objectives

7. Water and carbon cycles • Stores, pathways and processes – e.g. decomposition, runoff generation • Climate change as a link between systems • Varied approaches – physical themes, water/energy security, global systems, life support systems

8. Landscape systems • Drylands, coastal or glaciated incl. non UK (can include coastal dunes) • Geomorphological processes - flows of energy and materials create specific landforms • Landscape character, evolution and climate change • Human activity and landscape • A view from the drylands, Goudie, Geography 1994 (3)

9. Global systems and governance • Systems: trade; development/life expectancy; migration • Governance: global commons, human rights; sovereignty • Economic, political, social, environmental interdependence • Stability, growth and development but also inequalities, conflicts and injustices • Unequal power relations and geopolitics • Norms laws and institutions regulating and reproducing global systems • Taking on the world – Massey, Geography, spring 2014 http://www.geography.org.uk/Journals/Journals.asp?articleID=1156

10. Changing place, changing places • Local place and at least one further contrasting place • Relationships and connections: Demography/culture, economic change/social inequality or food production • Meanings and representations: place making/marketing, cultural/artistic approaches or lived experience of place

11. Geographical skills • Well-evidenced conclusions and extended written argument • Interviews, coding and ethical issues • Data - qualitative, quantitative, ‘big’ and geo-located • Descriptive & inferential statistics & correlation • Sampling, measurement and errors • http://www.geography.org.uk/resources/conductingstatisticaltestsforfieldwork

12. Fieldwork AS – exam only A level – 20% NEA independent investigation (any focus) question or issue defined and developed by the student data collected individually or in groups draw on the student's own research and/or secondary data independently contextualise, analyse and draw conclusions • physical and human geography • field research questions • observe and record phenomena • devise and justify practical approaches • apply existing knowledge and concepts to the field • coherent analysis of findings

13. Implications for schools • Knowledge • Progression to A level in terms of concepts and new material • Changing Place(s) - challenge for teachers trained pre 1990? • Elements of carbon cycle may be new. • Practice • How to teach big data and spatial data • How to manage independent investigations and fieldwork

14. Place progress? • KS3 ‘acquire locational knowledge and use detailed place-based exemplars’ • GCSE - use locational contexts, understand geographical links and demonstrate overview knowledge of the UK • A level • explore place as a concept • understand place processes • global processes/systems • landscape character/formation http://www.geography.org.uk/news/2014nationalcurriculum/assessment/

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