Transcript Autumn 2012 CPD Review of Exam Performance PowerPoint

Autumn 2012 CPD
WJEC GCSE Geography Spec B
A review of candidate
performance in each
externally assessed
component of the
examination
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4241 / 01 – Unit 1 Foundation
(Assessing Themes 1 and 2)
Candidates performed particularly well when they ...
 used the time allocation effectively. In this exam, the vast majority of
candidates attempted both questions, culminating in two full case study
responses.
 used the resource map effectively in relation to distance / direction /
road links etc.
 used geographical terms (e.g. hydraulic action) to support
their answer.
 were able to effectively use the structure provided in case
study questions, to describe and then explain.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4241 / 01 – Unit 1 Foundation
(Assessing Themes 1 and 2)
Candidates would perform even better if they ...
 further developed their skills in reading graphs. This includes accurate crossreferencing to axes values and to time periods.
 recognised that questions with a higher mark tariff, need to have elements of
“so what” ...... less water available ....... will mean crops may suffer .... which
can lead to food shortages ...... which can cause starvation.
 were given more experience of peer marking ‘levels of response’
questions ( the penultimate question and the case study).
 appreciated the need to balance the ‘describe’ and
‘explain’ elements of the case study response.
 were able to show a better understanding of river landforms.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4241 / 02 – Unit 1 Higher
(Assessing Themes 1 and 2)
Candidates performed particularly well when they ...
 used map evidence to describe location.
Specifically when they referred to distance and direction.
 referred to specific groups when exploring the likely impact of a new
service on an area eg they referred to elderly people without cars.
 described the course of the river, cross-referencing to distance
and direction and key reference points on the map.
 explained how a river erodes, using geographic terms such as
abrasion, hydraulic action and velocity.
 described and explained the impact of a weather event, with
very detailed knowledge of case studies such as Hurricane
Katrina or the 2003 European heat wave.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4241 / 02 – Unit 1 Higher
(Assessing Themes 1 and 2)
Candidates would perform even better if they ...
 explored the consequences of a change in quality of life, beyond their opening
statement, e.g. more traffic ... would result in more noise disturbance, ...
which could mean less sleep.
 understood the meaning of the phrase ‘access to services’, (such as
public transport services) in terms of distance / mobility / cost / frequency.
 knew the difference between transportation and deposition when
explaining the processes active in a river.
 had greater knowledge of river landforms found along the
course of a river.
 were clearer in their understanding of coastal features
associated with cliffs of different compositions.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 01 – Unit 2a Foundation
(Assessing Theme 3)
Candidates performed particularly well when they ...
 effectively used the support mechanisms built into the
paper (i.e. the structural support given for responses and the incline of difficulty).
 made effective use of the resource material such as the world map (showing
the distribution of coffee growers) and the coffee bag (showing income).
 had a clear appreciation of the difference between short-term
emergency and long-term development aid.
selected from an appropriate body of knowledge when
answering the case study.
 showed experience of effective time management, as
manifest through a comprehensive case study response.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 01 – Unit 2a Foundation
(Assessing Theme 3)
Candidates would perform even better if they ...
 develop learning strategies to gain a firm knowledge of key geographical
terms (e.g. ‘fairtrade’ / ‘development aid’ / ‘employment structure').
 use a wide range of learning strategies to embed case study knowledge.
 gain more experience of exam questions / conditions, throughout the
secondary stage, not least in relation to command words.
 developed a clearer understanding of the demands of questions
which are points credit marked as opposed to levels marked.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 03 – Unit 2a Higher
(Assessing Theme 3)
Candidates performed particularly well when they …
 described the location of coffee growers (from a world map), in relation to
their location within named continents /accurately referred to lines of latitude.
 possessed a clear appreciation of the difference between primary /
secondary / tertiary work.
 showed an appreciation of how improved education and employment
for women (in LEDCs) would facilitate independence / self esteem etc.
 offered specific examples to show how long-term development
aid can be used to improve the lives of people.
 showed a clear understanding of employment structure
change over time … and the impacts of such change (case
study 2).
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 03 – Unit 2a Higher
(Assessing Theme 3)
Candidates would perform even better if they ...
 studied the questions more carefully, not least those at the early stage of the
incline of difficulty (the location of coffee growers as opposed to the head office).
 had a greater appreciation of the command word “compare”.
 target their answer specifically to the question posed (C/S 1 – describing
what people are doing to tackle the future effects of climate change.
 develop a clearer understanding of what constitutes changing
employment structure over time (C/S 2).
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 02 – Unit 2b Foundation
(Assessing the Problem Solver)
Candidates performed particularly well when they ...
 effectively used the support mechanisms built into the paper (i.e. the
structural support given for responses / completion exercises etc).
 effectively completed the graph using statistics from the resource folder.
 analysed patterns on the graph, particularly those candidates who
identified a “doubling over a three-year period”.
 structured their final response (the letter) using a clear,
simple structure with a definitive final outcome.
 completed ‘explain’ responses with clear and valid
‘so what?’ statements.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 02 – Unit 2b Foundation
(Assessing the Problem Solver)
Candidates would perform even better if they ...
 had a wider appreciation of key geographical terms eg ‘urban area’.
 were given more guidance in recognising when elaboration is required
... and how to deliver it
 were trained, from an early age, in the art of reading and responding to
the question asked in an examination and not, it would appear, the one
they had hoped to be asked!
 appreciated the need for elaboration and the use of comparatives
in the final 'Part' of the paper (the letter).
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 04 – Unit 2b Higher
(Assessing the Problem Solver)
Candidates performed particularly well when they …
 were able to respond to the question’s scale; they could write about
impacts at a national and local level.
 were able to explain and develop information taken from the resources, as
opposed to simply lifting material.
 were able to demonstrate their understanding of rural and urban areas
in countries at different levels of economic development.
 appreciated that an analysis of ‘trends’ meant that they should
comment on change over time.
 were able to show application of their knowledge and
understanding of generic development issues and apply this to
the specifics of India’s development options.
Autumn 2012 CPD
WJEC GCSE
Geography Spec B
4242 / 04 – Unit 2b Higher
(Assessing the Problem Solver)
Candidates would perform even better if they ...
 fully understood the command term “explain”. This observation applies across
the question paper and to a significant number of candidates.
had been exposed to more geographical issues studied at a variety of scales.
 had a deeper understanding of rural issues and the nature of life in
rural areas.
 all had an appreciation that an analysis of ‘trend’ requires
comment on changes over time.
 appreciated that living in impoverished conditions is not a
personal choice.